Myths, Maps, and Marvels Learning Guide

Transcription

Lunablog.net presents
The Bringing Up Learners Introduction to World History
Part 1
Myths, Maps, and Marvels Beta Edition
Story of the World Option
Version Beta 2
This program is released as part of the Free Curriculum Project
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consider emailing me at [email protected], to share your thoughts!
Copyright 2007-2008 by April Duritza
Permission is granted to use, copy, and distribute paper or electronic copies of this
program for all educational purposes, as long as there is no charge involved, and the
original credits, copyright, and contact information are left intact. For educational
use only - not for commercial distribution.
Suggested Resources
These lesson plans use the following books and resources:
(Visit Lunablog.net for links to the complete publication information for each resource
from Amazon.com or the publishers. )
History - Fiction and Non-fiction Books
The Usborne Internet-Linked Encyclopedia of World History
Story of the World: Volume 1: Ancient Times
Usborne Beginners Ancient Greeks
Who Built the Pyramids?
Who Were the Romans?
Tut’s Mummy Lost . . . And Found
Voices of Ancient Egypt
Gilgamesh the King
Miranda the Great
Usborne Mini Greek Myths
Chinese Children’s Favorite Stories
Other Literature and Poetry
Charlie and the Chocolate Factory
Winnie-the-Pooh
The Whipping Boy (Newberry Medal)
Misty of Chincoteague (Newberry Medal)
Beezus and Ramona
Understood Betsy
The Stories Julian Tells (ALA Notable Book)
The Tale of Despereaux (Newberry Medal)
A Family of Poems
Projects and Activities
History Pockets: Ancient Civilizations
Creative Fun Egyptian Activity Book
Classical Kids: An activity guide to life in Ancient Greece and Rome
The Ancient Egypt Treasure Chest
Other Resources
Sacred Myths: Stories from World Religions (optional)
Blackline Maps of World History: The Ancients (from www.knowledgequestmaps.com)
Historical Timeline Figures CD-Rom (from www.geographymatters.com)
The Bringing Up Learners Introduction to Timelines (free download from Lunablog.net)
Bringing Up Learners Introduction to World History Part 1
Welcome to Lunablog.net’s Bringing Up Learners BETA . . .
This program serves as an introductory course in world history,
geography, literature, philosophy, religion, and culture. The material is most
suitable for ages 6-9 (depending, of course, on the child!) This year’s focus
is on the many fascinating and engaging cultures of the ancient era,
beginning with an introduction to the origins of the universe and prehistory,
and proceeding through ancient Mesopotamia, Egypt, Greece, China, Rome,
and the Aztec Empire, as well as others. Interwoven along the way are
dozens of new and classic works of children’s literature. Many of these
poems and stories tie into the history periods studied, others are more
modern. All will help to encourage a love of reading, and an appreciation for
the impressive human tapestry to which we are all heirs.
We must train not only the head, but the
heart and the hand.
~ Madame ChiangKai-Shek
Where Should I Begin?
Step One.......................................Read Instructions
Step Two.......................................Make Activity Shopping Lists as
Needed
Step Three...................................Assemble Supplies & Make
Copies as Needed
Step Four.......................................Have Fun!
How to Use This Guide . . .
Your Instructors Guide contains several tools to help you organize your
learning activities:
Week at a Glance Pages
Week in Depth Pages
Activity Supply Lists
Shopping List Forms
Notebook Page templates
Let’s look briefly at each of these in the next few pages:
Week at a Glance Pages
Week in Depth Pages
The Week at a Glance pages show you
quickly what your week will involve. Each of these
lists all books used for every day of the week, as
well as the approximate page ranges or chapters
covered. They will also list hands-on activities.
Websites, however, are not usually shown on
these pages, in order to keep the format easy to
read. These pages will also not include chapter
titles or detailed instructions.
The Week in Depth pages go into detail for
each day of the week. The box for each day
includes all suggested assignments, with complete
information about websites, chapter titles, and
notes. This is where you will find suggestions for
approaching the activities, as well as suggestions
for creating notebook pages about each
civilization. Remember: You are always free to
select the assignments and activities that will suit
your family best. Don’t feel that you always have
to do every possibility!
Activity Supply Lists
Shopping List Forms
Notebook Templates
To help you know which supplies you need at
what times, lists of the supplies required for each
activity are included. If you like to keep up with such
things on a weekly basis, you will be happy to see
that at the end of each week there is a list of needed
supplies for the next week’s activities, if any. If you
prefer to gather supplies less frequently - say once a
month, for example - you can refer to the complete
list of activities and supplies at the back of the guide.
These lists also notify you of any photocopies that
may need to be made. Also, in the front of the guide
there is a list of frequently used supplies. You should
keep these handy at all times, as these are not listed
separately in the weekly listings.
Bringing Up Learners’ aim is to make hands on activities
as easy as possible. To help you gather supplies you
need, a reproducible form that you can use to keep
up with needed purchases is located in the Appendix.
As you read through the lists of upcoming activities,
you can make notes about the items you don’t have
handy, as well as copies that need to be made in
advance. That way, you’ll always have everything
you need to do your selected activities. Taking a
few minutes each week, or even each month, will
make it much more likely that your family actually
gets the activities done!
A significant enrichment of the program is the
opportunity to create unique notebooks that track
your child’s progress through history and serve as
priceless momentos of your “travels” together. The
goal is not to make the notebooks like assembly-line
workbooks, to be filled out and constructed in a
specific way by every child, but rather to provide you
with a basic structure, if you want it. This means
the guide provides periodic suggestions for items to
include in your notebook, such as photos, narrations
or dictations, drawings, maps, website printouts, etc.
Basic Overview of Course Content:
Bringing Up Learners Introductory World History incorporates
the following components:
Two History Spines
Map Work
Timeline Work
Literature Read-Aloud Selections
Poetry/Memorization Work
World Religions (optional)
Bringing Up Learners Notebook
Hands-on Activities and Websites
In the sections below, each of these components is
explained in more depth. Remember, you get to choose which
of these elemtents you want to use at any point in time.
They are your tools, not your taskmasters!
Two History Spines
History spines are books that present an
overview of the whole range of the historical period
you are studying. They provide a backbone from
which to launch further learning experiences.
Introductory World History uses two spines:
one, The Usborne Internet-Linked Encyclopedia of
World History, is fact focused, pictorial, and
encyclopedic in nature. The other, Story of the
World: Ancient Times, is narrative based, and it is
written by a single author (who was also
homeschooled!) One of the beautiful things about a
narrative history is that seeing how passionately an
author feels about the story she is telling can often
kindle a similarly passionate appreciation on the part
of the child! One of the drawbacks is that you may
not necessarily agree with all the interpretations that
the author presents. A reasonable solution is to use
two spines that balance each other out and allow you
to benefit from the best parts of each, while also
providing variety and interest for the child.
In Bringing Up Learners, the spines are used to
introduce topics, before some parts are covered in more
depth with additional reading and activities. Feel free to
interpret the assignments for your child, or to present
your own thoughts as you work through each topic.
Map Work
Timeline Work
Of course, working with maps gives you and your
child a thorough grounding in geography. More than that,
however, map work provides a visual background for much
of the history that you encounter. Reading about a city
briefly is fine, but for many children (and adults!) it is even
better if you can visualize a geographic context for the city,
and it is better still if you can relate that geographic location
to your own location in the world.
This history course uses the Knowledge Quest Maps
of World History. The digital versions of these maps is
recommended, because they are quite economical, and you
can then print out as many copies as you need for all your
children, any time you want. Buy them once, and you can
use them for the rest of your children’s educational careers!
Just as maps provide a visual context for a historical
event’s geographic location, timelines provide a visual
context for that event’s location in time. Though young
children have not commonly been encouraged to use them,
timelines can really serve as a powerful reinforcement, as
well as a tool to gradually help a child’s sense of time to
develop.
For early elementary children, the dates
themselves should not be over-emphasized. You
probably shouldn’t expect a first grader to be able to
comprehend the meaning of a date like “1350 BC”. Rather,
your timeline work in these years should be more about
developing a sense of the chronology of events - the order in
which they happened. Your child will also begin to be able to
compare the relative lengths of time that various events took
up, as well as beginning to develop some ability to see what
things were happening in other places at the same time.
Bringing Up Learners currently uses the Historical Timeline
Figures CD-ROM by Liberty Wiggers. You can certainly feel free
to adapt any of your favorite timeline products to work with this
course. Instructions for constructing a time scroll are
included, or you can use a notebook or wall based timeline, if
you prefer. To prepare for using the main timeline, several
weeks of preliminary timeline practice are provided. Your
child will assemble timelines of a week, a year, and their
family, before beginning the history timeline as a long-term
project. Thee activities introduce and reinforce the concept
of using a line to keep up with the passage of time. See the
directions in the timeline packet for more information about
these tools.
Children can learn so much about history,
people, cultures, virtues, and more just by
reading stories! In early elementary years,
children can understand books that are far
above their reading level. For that reason,
another big part of this course is the Literature
Read-Alouds segment. Reading aloud to your
child helps him develop an appreciation for
reading, and the quality of the time you spend
reading to your child is priceless, as well. You’ll
be creating family memories and a shared family
culture through your reading adventures.
Many of the literature selections
coordinate with the history topics you are
studying. There are also quite a few selections
that are new or old classics in their own right.
Hopefully, some of these stories will become
favorites, destined to be read and re-read
through the years.
To emphasize your child’s sense of
accomplishment, the program suggests that you
commemorate the completion of each book by
creating a notebook page about it. You may
want to take a photo of your child(ren) with the
finished book. You may also want to include the
child’s narrations or dictations about the book,
as well as illustrations, if your child enjoys
making them.
Literature Read-Alouds
Poetry and Memory Work
Poetry is a tool for conveying emotions
and ideas in powerful ways. Poems can also be
silly and fun. Sometimes they are powerful and
fun at the same time! In any case, an
introduction to poetry helps us to make friends
with some great classic poems, as well as some
interesting newcomers.
This course use selections from A Family
of Poems to achieve this introduction. Typically,
you will read poems from this book to your child
two days each week. Every four weeks, you will
have a review of the poems from the last
month, so that you have a chance to repeat
some of your favorites, getting to know them
better. One week each month, you will spend a
bit of time every day memorizing one poem. If
you or your child do not care for the suggested
poem, you can always substitute another that
you would prefer. At the end of the year, you
and your child will have learned eight poems by
heart!
World Religions
Activities and Websites
The goal of the World Religions part of this
course is to approach all religions with respect and
reverence, and to help gain insight into the beliefs
of others all over the world. The book on religions
that is suggested for Introductory World History is
Sacred Myths: Stories of World Religions. This
book recounts five stories central to each of seven
different religions. In this year, Bringing Up Learners
uses the stories from Judaism, Buddhism, Hinduism,
and Christianity. In later years, we suggest using the
stories from the Islamic, Earth Based, and Native
American religions. These stories give us insight
into what others believe and why. They are
suitable for followers of any faith, or no faith at all,
who are open to learning about the stories that
inspire billions of people around the world.
This optional part of Bringing Up Learners also
works well for members of the whole family. It is
worthwhile as a wonderful stand-alone resource in
its own right
Bringing Up Learners’ strategy for activities and
websites is to periodically sprinkle them throughout
the course. Then, with each in-depth civilization, you
will also spend one or more weeks focusing more
specifically on the hands-on and interactive
activities. The layout of the days is varied like this
to keep interest high and boredom to a minimum.
When reading stories becomes a little
monotonous, you can switch gears and do handson activities for a while. When the novelty wears
off of the activities, you can go back to more
reading. Feel free to decide for yourself which
activities to complete. Don’t feel like you have to
do them all, unless you and your child are really
excited to do them.
Bringing Up Learners recommends activity
selections from History Pockets: Ancient Civilizations,
Classical Kids, Creative Fun Egyptian Activity Book,
and various internet websites. Feel free to substitute
additional activities from these sources, as well!
Let’s Get Started!
To get your first week off to a great start, all you have to do is flip to Week 1 in
your Instructor’s Guide. First, you will notice a page with a special box that lists the
steps you need to take to prepare for this week. After the first week, any preparation
details will be listed at the end of week before you will need them, so that you have
advance notice. This week, for example, you need to print out several maps from a
National Geographic website, and you need to locate a globe, if possible. There are
also a few items you need if you want to do the optional activity on Day 2. If there are
several items that you need to gather for a given week, you can use a copy of our
Activity Supply Shopping List worksheet (in Appendix 1) to help you keep track.
On the next page of Week 1, you will see a weekly overview. You can see by
consulting this chart that you will need to use the following books this week:
A Little History of the World
Usborne Encyclopedia of World History
Charlie and the Chocolate Factory
A Family of Poems
In addition, you will be using an internet website to complete several geography
related activities. Note that there is ample space at the bottom of the page for you to
plan out what you want to get accomplished in your other subjects, such as Math,
Science, or Phonics.
Beginning on the next page in Weel 1, you will find step by step details for each
day of the week. You can look over the steps, decide which assignments you’d like to
try, and then strike through the circles next to any steps you plan to skip. As you work
through the suggestions, you can place checks in the circles next to the selections you
do complete. If there are any that you’d like to get back to on another day, leave them
blank, to remind yourself to do them later. As you complete each week, you can shift
the pages for that week to the back of your binder, so that the current week is always
on top.
That’s all there is to it! I hope you thoroughly enjoy working your way through
this program with your child. I want to encourage everyone to share your suggestions,
comments, and stories about your experiences together. If you care to share excerpts
from your child’s notebook or photos of your projects, that would be great, too! I am
always happy to hear your thoughts about these materials - Your feedback helps me
make revisions and plan future programs.
List of Supplies Yo u Will Use Often!
Stapler and Staples
Crayons
Scissors
Glue (white) and Glue Stick
3-Hole punch
Repositionable Glue Stick for Timeline Figures (At office supply stores)
These items should always be available, if possible. They are not listed in the weekly
supply lists, since they are used almost every week! The repositionable glue sticks are
wonderful for timelines, and highly recommended. If you use these, then you will not
have problems moving your figures around later, if you need more room to add
additional figures.
Bringing Up Learners Introductory World History, Part 1 - Myths, Maps, and Marvels
Prep Steps for Week 1
o
Prepare for the two-week geography unit by visiting http://www.nationalgeographic.com/
xpeditions/lessons/05/gk2/geospy.html
o
Scroll down and click on “Xpedition Atlas” to print out copies of the world map, and maps of each
continent.
o
If possible, locate a globe to use with this unit.
Week 1: Intro to Geography: Continents
History & Geography
Internet: The
Continents Unit (See
notes below)
Day 1
Day 2
Day 3
Day 4
Day 5
Continent
Assembler
Africa
Asia
Europe
North
America
Chapters 1 &
2
Chapters 3 &
4
Chapters 5 &
6
Chapters 7 &
8
Chapters 9 &
10
Literature
Charlie and the
Chocolate Factory
A Family of Poems
“Happiness” Page 29 - Memorize this week
World Religions
Sacred Myths
Other Learning
Activities
Not scheduled for this week
Day 1
Day 2
Week 1: Days 1-5
Day 3
Day 4
Day 5
Day 1 in Depth
o
Begin a unit on the continents and world geography:
o Show the child the globe and the world map. Point out the large land masses
(continents), and explore how they look on the globe and on the world map.
(Be sure to show the child where he lives!)
o Then play the Continent Assembler game. Reach the game from the lesson plan
for this unit, www.nationalgeographic.com/xpeditions/lessons/05/gk2/geospy.html.
The child can use the printed out continent maps for help when playing the game.
Print out the completed maps for your notebook! (Print out an extra copy for each
child to use in week 2.)
o
Read Charlie and the Chocolate Factory, Chapter 1 “Here Comes Charlie” and Chapter 2 “Mr.
Willie Wonka’s Factory”.
o
Read “Happiness” on page 29 of A Family of Poems. We will work on memorizing the poem
this week. Try repeating it several times over the course of the day, and possibly recording it
for your child to play back on her own.
Day 2 in Depth
o
Explain that you will be reading stories from every continent, to get a better feel for each one
and the ways in which they are the same and different. Today, start with Africa.
o Show the map of Africa, and locate it on the world map and/or globe. You could have
the child color Africa on the world map.
o Read the story of “Anansi and the Moss-Covered Rock” at www.drawandtell.com/cjm/
anansi/anansistories.html
o
Read Charlie and the Chocolate Factory Chapter 3, “Mr. Wonka and the Indian Prince” and
Chapter 4, “The Secret Workers”.
o
Don’t forget to read “Happiness” on page 29 of A Family of Poems today.
Day 3 in Depth
o
Today, explore the continent of Asia:
o Look at the continent map of Asia, and find Asia on the World Map and the globe.
Color Asia on the world map, if desired.
o Read the story of “Warashibe Choja” (from Japan) at http://web-jpn.org/kidsweb/folk/
warashibe/choja.html
o
Read Charlie and the Chocolate Factory Chapter 5, “The Golden Ticket” and Chapter 6 “The
First Two Finders”.
o
Read “Happiness” (Pg. 29) again. Have the child repeat after you, and say as much as
possible on her own.
Day 4 in Depth
o
Explore Europe:
o Examine the map of Europe, and color it in on the world map. Also locate it on the
globe.
o Read the story of “The Bremen Town Musicians” at www.brementownmusicians.com .
o
Read Charlie and the Chocolate Factory Chapter 7, “Charlie’s Birthday” and Chapter 8, “Two
More Golden Tickets Found”.
o
Read “Happiness” (Pg. 29) again. Have the child recite as much as possible on his own.
Day 5 in Depth
o
Explore North America:
o Look at the continent of North America map, and locate and color in on the world map.
Be sure to show the child where she lives.
o Read the Paul Bunyan story at www.animatedtalltales.com
o
Read Charlie and the Chocolate Factory Chapter 9, “Grandpa Joe Takes a Gamble” and “The
Family Begins to Starve”.
o
Read “Happiness” (Pg. 29) again. Provide the opportunity for the child to recite the poem to a
parent, friend, or grandparent, sometime in the next day or two.
Week 2: Continents, Continued
History & Geography
Internet: The
Continents Unit (See
notes below)
Day 1
Day 2
Day 3
Day 4
Day 5
South
America
Oceania
Antarctica
Print Photos
GeoSpy
Game
Charlie and the
Chocolate Factory
Chapters 11
& 12
Chapters 13
& 14
Chapters 15
& 16
Chapters 17
& 18
Chapters 19
& 20
A Family of Poems
“Thoughts”
Page 79
Literature
“Me” Page 13
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 2: Days 6-10
Day 4
Day 5
Day 1 in Depth
o
Explore South America:
o Examine the map of South America, then shade in the same continent on the world
map.
o Read “The Wings of the Butterfly” at www.aaronshep.com/stories/030.html
o
Read Charlie and the Chocolate Factory Chapter 11, “The Miracle” and Chapter 12, “What it
Said on the Golden Ticket”.
o
Read “Thoughts” on page 79 of A Family of Poems.
Day 2 in Depth
o
Explore Oceania:
o Look at the map of Australia, and then color it in on the map of the world.
o We have two good resources for Australian aboriginal stories. The first is at
www.laoutback.com/didgeridoo/education/dust_echoes_main.html. Scroll down to
the bottom, and click on "Frog Story" (Read the description first for some
background on the story, since this presentation is set to (lively) music, and doesn't
have dialogue.) You may want to watch this one a couple of times, to pick up on the
plot twists and humor. For another presentation of an aboriginal folk tale, click on
“Thukeri”, at www.dreamtime.net.au/thukeri/index.cfm . (Click on "High quality
video", "Low quality video", "Text version", or "Audio version", depending on your
connection speed. You may want to print out a copy of the text version to follow
along with the narrative, since a few of the words and the accent will be unfamiliar.
o
Read Charlie and the Chocolate Factory Chapter 13, “The Big Day Arrives” and Chapter 14,
“Mr. Willie Wonka”.
Day 3 in Depth
o
Explore Antarctica!:
o Examine the map of Antarctica, compare it to the world map and the globe, and
then color it in on the world map.
o Follow the adventures of “Bears on Ice 2005 Expedition” at www.ku-prism.org/
resources/Bears2005/ . We recommend at least checking out chapters 1, 4, 6, 11,
15, 16, 22, & 26. (Each chapter is very short.) If your child is really excited by the
Antarctic, then the entire expedition is highly recommended!
o
Read Charlie and the Chocolate Factory Chapter 15, “The Chocolate Room” and Chapter 16,
“The Oompa-Loompas”.
o
Read “Me” on page 13 of A Family of Poems.
Day 4 in Depth
o
Visit www.nationalgeographic.com/siteindex/photogallery/places.html and have the child
pick out photos from each continent to print out for his notebook. Now is the time to use
the extra maps you printed out from Week 1’s Continent Assembler game! Cut out all the
maps, and help your child glue the maps onto the corresponding photos. Now you can
periodically review these maps with your child, and having a picture associated with each
one may help the child’s recall.
o
Read Charlie and the Chocolate Factory Chapter 17, “Augustus Gloop Goes Up the Pipe”
and Chapter 18, “Down the Chocolate River”.
Day 5 in Depth
o
Play the GeoSpy game at the National Geographic website, www.nationalgeographic.com/
geospy/ . (Select "Continents Game") Print out the "Agent Certificate" for your notebook.
Don’t be frustrated if your young child can’t identify all the continents yet. We’ll be working
with them in more depth as the year goes on, and you can come back to these games later.
o
Read Charlie and the Chocolate Factory Chapter 19, “The Inventing Room - Everlasting
Gobstoppers and Hair Toffee” and “The Great Gum Room”.
Week 3: Timeline of a Week
History & Geography
Day 1
Day 2
Day 3
Day 4
Day 5
Timeline of a Week Activity:
Make a timeline entry each day this week
Timeline
Literature
Charlie and the
Chocolate Factory
Chapters 21
& 22
A Family of Poems
“There Was an
Old Man of
West Dumpet”
Page 26
Chapters 23
& 24
Chapters 25
& 26
Chapters 27
& 28
Chapters 29
& 30
“There was an
Old Man of
Blackheath”
Page 26
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 3: Days 11-15
Day 4
Day 5
Day 1 in Depth
O
Begin the “Timeline of a Week” project from the Bringing Up Learners Introduction to
Timelines packet. Line up some helpers to keep track of their days, and have your child
make an entry based on what you did today. (May want to wait until the end of the
day to make your entries!)
o
Read “There Was an Old Man of West Dumpet” on page 26 of A Family of Poems.
o
Read Charlie and the Chocolate Factory chapters 21, “Goodbye Violet” and 22, “Along the
Corridor”.
Day 2 in Depth
o
Continue the “Timeline of a Week” project by making today’s entries.
o
Read Charlie and the Chocolate Factory chapters 23, “Square Candies that Look Round” and
24, “Veruca in the Nut Room”.
Be what you wish others to become.
- Henri Frederic Amiel
Day 3 in Depth
o
o
Read Charlie and the Chocolate Factory chapters 25 “The Great Glass Elevator” and 26,
“The Television-Chocolate Room”.
o
Read “There Was an Old Man of Blackheath” on page 26 of A Family of Poems.
Day 4 in Depth
o
o
Read Charlie and the Chocolate Factory chapters 27 “Mike Teavee is Sent by Television” and
28, “Only Charlie Left”.
Day 5 in Depth
o
o
Read Charlie and the Chocolate Factory chapters 29 “The Other Children Go Home” and 30,
“Charlie’s Chocolate Factory”.
Week 4: Timeline of a Year
History & Geography
Timeline
Day 1
Day 2
Finish
Timeline of a
Week
Day 3
Day 4
Day 5
Begin
Timeline of
My Family
Timeline of a Year
Literature
Mrs. Piggle-Wiggle
Chapter 1
Chapter 2
A Family of Poems
“The Pasture”
Page 67
Chapter 3
Chapter 4
Chapter 5
Review poems
from last 4
weeks
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 4: Days 16-20
Day 4
Day 5
Day 1 in Depth
o
Conclude the Timeline of a Week project by collecting any missing information from your
assistants. Make a final update on the timeline, and then discuss the project with your
child.
o
Read “The Pasture” on page 67 of A Family of Poems.
o
Read Mrs. Piggle-Wiggle Chapter 1, “Mrs. Piggle-Wiggle Herself”.
Day 2 in Depth
o
Begin the Timeline of a Year project. Make entries for the four seasons, and also for
birthdays of family and friends.
o
Read Mrs. Piggle-Wiggle Chapter 2, “The Won’t-Pick-Up-Toys Cure”.
Day 3 in Depth
o
Continue the timeline of a Year project. Make entries for all desired holidays.
o
Review the poems from A Family of Poems that you have read this month.
o
Read Mrs. Piggle-Wiggle Chapter 3, “The Answer-Backer Cure”.
Day 4 in Depth
O Conclude the Timeline of a Year project. Make entries for travel and other special events
already completed or planned for this calendar year.
o
Read Mrs. Piggle-Wiggle Chapter 4, “The Selfishness Cure”
Day 5 in Depth
o
Begin the Timeline of My Family project. Plot your child’s life on the timeline. Include his
birth, and also significant events such as learning to walk, losing a first tooth, moving,
getting pets, or significant traveling. Feel free to make your own figures for events special
to your family.
o
Read Mrs. Piggle-Wiggle Chapter 5, “The Radish Cure”.
We are better able to teach others after we
have learned the lessons ourselves.
- Cyril E. Brubaker
Week 5: Your Family Timeline
History & Geography
Timeline
Day 1
Day 2
Day 3
Day 4
Day 5
Prepare Main
Timeline
Finish Timeline of My Family
Literature
Mrs. Piggle-Wiggle
Chapter 6
Chapter 7
Chapter 8
Half Magic
Chapter 1
A Family of Poems
Chapter 2
Memorization Week: “First Fig” Page 14
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 5: Days 21-25
Day 4
Day 5
Day 1 in Depth
o
Continue the Timeline of My Family project. Tell the child that many things happened
before she was ever born. Tell the child how old you and your spouse were when she was
born, and the plot out your life and that of your spouse’s on two other lines of the Timeline.
Include your year of birth and significant events such as going to college, getting married,
years you had children, etc.
o
Read “First Fig” on page 14 of A Family of Poems a couple of times. You’ll be preparing to
memorize it this week.
o
Read Mrs. Piggle-Wiggle Chapter 6, “The Never-Want-To-Go-To-Bedders Cure”.
Day 2 in Depth
o
Continue the Timeline of My Family project by plotting out paternal and maternal
grandparents on the remaining line.
o
Read Mrs. Piggle-Wiggle Chapter 7, “The Slow-Eater-Tiny-Bite-Taker Cure”.
Day 3 in Depth
o
Read “First Fig” again, and have the child repeat it after you.
o
Read Mrs. Piggle-Wiggle Chapter 8, “The Fighter-Quarrelers Cure”.
Day 4 in Depth
o
Read Half Magic Chapter 1, “How it Began”.
o Don’t forget to continue memorizing “First Fig”!
Day 5 in Depth
o
Continue to practice “First Fig”, and if your child wants, give him the opportunity to recite it
for a friend or family member.
o
Read Half Magic Chapter 2 “What Happened to Their Mother”.
o
Prepare your time scroll or other timeline product for use next week. See instructions
included in the Introduction to Timelines Unit
Preparation Tips for Week 6
Materials Needed in Week 6:
o
12”x18” piece of construction paper for History Pockets. (Go ahead and
be sure you have a total of at least seven pieces, as you will need one
piece for each of the history pockets.)
o
An envelope for your History Pocket.
o
One or more types of clay for a “Clay Balls” activity on Day 3. (Could be
modeling clay, store-bought or homemade, or any other type of clay.)
Copies Needed:
o
Reproduce History Pockets pages 5, 7-9, 11 (Go ahead and make 7 copies
total of this page, so you will have enough to complete all pockets), 13,
and 15 for each child.
Week 6: What is History? And The First Civilization
History & Geography
History Pockets
Day 1
Day 2
Info Book &
Words to Know
When did it
happen? &
Map of Ancient
Civilizations
Usborne Encyclopedia
of World History
Story of the World
Day 3
Pages 104105
Introduction
Day 4
Day 5
Pages 108109
Pages 110111
Page 10
Page 12
Chapter 1
Knowledge Quest Maps
Page 10
Mesopotamian
Cities, Writing
Appears
Timeline
Literature
Half Magic
A Family of Poems
Chapter 3
(29-42)
Chapter 3
(42-57)
“Something
Told the Wild
Geese” pg 80
Chapter 4
(58-77)
Chapter 4
(77-94)
Chapter 5
(95-110)
“Sea Shell”
page 94
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 6: Days 26-30
Day 4
Day 5
Day 1 in Depth
o
Read Story of the World, “Introduction”.
o
Follow directions on History Pockets page 2 to help your child assemble the What is
History? pocket.
o
Assemble the History Pockets Informational Booklet.
o
Read through the booklet with your child, noticing the bold-faced words, and discussing the
Words to Know figures that accompany each one.
o
Assemble the Words to Know page. If your child does not yet read independently, you can
help write in a simple definition for each word, so that he can refer back to it at a later time,
with or without your help. Store the Booklet and the Words to Know page in the pocket.
o
Read Half Magic chapter 3, “What Happened to Mark”. Start at page 29 and read to halfway
down page 42, at the break between the paragraphs.
o
Read “Something Told the Wild Geese” on page 80 of A Family of Poems.
Day 2 in Depth
o
Follow directions on History Pockets page 14 to help your child complete the When did it
Happen? activity. Please note that we have not scheduled for you to assemble the History
Pockets timeline, because it is very simplified, and we will be presenting a couple of the
civilizations in a different order from what is shown here. Obviously, many of these
civilizations actually coexisted or overlapped, so we will be using our timeline project to
hopefully show the true span of each civilization a little more clearly. If you want to use the
History Pockets timeline as well, though, it shouldn’t be a big problem.
o
Read Usborne Encyclopedia of World History pages 104-105, “Looking at the Ancient World”.
o
Optional website activity: Use Quicklinks for page 105 to explore how archeologists discover
clues to the past.
o
Finish Half Magic chapter 3, “What Happened to Mark”, pages 42-57.
Day 3 in Depth
o
Read Story of the World chapter 1, “The Earliest People”.
o
Use the Knowledge Quest map on page 10, “First Cities and Early Civilizations. Explain that
there is a part of Asia and Africa that is called the Middle East. Locate the general area on a
globe, comparing the Middle East to where you live. As you read along, point out the two
rivers, the Tigress and the Euphrates.
o
Read Half Magic chapter 4, “What Happened to Katharine”, beginning on page 58 and
continuing to the break between paragraphs at the bottom of page 77.
o
Read “Sea Shell” on A Family of Poems, page 94.
Day 4 in Depth
o
Read Usborne Encyclopedia of World History pages 108-109, “The First Farmers” and “The
First Towns.
o
Continue to use the Knowledge Quest map on page 10, “First Cities and Early Civilizations.
Circle Jericho and Catal Huyuk on the map as you read. Color the bodies of water blue, and
trace the rivers in blue. Help the child label the body of water on the lower left the “Red Sea”.
o
Optional Activities: Use the Quicklinks for page 109 to “Uncover the Mysteries of Catal Huyuk”.
This site has many very well done online and real life activities, so feel free to explore, even
over the next several days. For now, however, click on “Activities”, then click on “Read the
Clay Ball Comic”. Explore this interactive comic book with your child. Then return to the
activities page, and scroll down to the “Make Your Own Clay Balls” activity. Follow the
instructions to make clay balls together, and experiment with different clays (if possible) and
different drying methods. (In the oven, room temperature, outside, etc.) Take pictures for
your notebook pages!
o
Read Half Magic chapter 4, “What Happened to Katharine”, pages 77-94.
Day 5 in Depth
o
Read Encyclopedia of World History pages 110-111, (The Sumerians) “The First Civilization”.
o
Use the Knowledge Quest map on page 12. Point out the rivers and explain that the word
Mesopotamia means “between the rivers.” Color in the area between the rivers. Label the
body of water where the rivers empty the “Persian Gulf”. Explain that the part of
Mesopotamia near the Persian Gulf is where the Sumerians lived.
o
Timeline Figures: Make your own entry for “First Mesopotamian Cities in Sumeria” c. 3500 BC.
(Could draw a little ziggurat shape!) Also, use the figure for “Writing Appears” c. 3200 BC.
o
Optional website activity: Visit http://www.upennmuseum.com/cuneiform.cgi to print your
name in cuneiform writing. Put the printout in your notebook!
o
Read Half Magic chapter 5, “What Happened to Martha”. Read from page 95 to the break in
paragraphs on page 110.
Materials Needed:
o
Craft Sticks for Mesopotamian Puppet Activity.
o
Construction paper for Mesopotamian Puppet Activity.
Copies Needed:
o
Reproduce History Pockets pages 19 and 21-25 for each child.
Bringing Up Learners Introductory World Hisotry, Part 1 - Myths, Maps, and Marvels
Week 7: Ancient Mesopotamia
History & Geography
Day 1
of World History
Pages 112113
Day 2
Day 3
Day 4
Story of the World
Chapter 5
History Pockets
Pocket &
Booklet
Words to
Know
Postcard
Chapter 6
Chapter 7
Chapter 8
Timeline
Day 5
Chapter 6
Puppets
Page 12
Wheeled
Vehicles Used
Literature
Half Magic
Chapter 5 pp
11--121
Gilgamesh the King
A Family of Poems
First Half
“The Owl and
the Pussy-Cat”
Page 108
“Harlem Night
Song” Page
123
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 7: Days 31-35
Day 4
Day 5
Day 1 in Depth
o
Read Usborne Encyclopedia of World History pages 112-113 (The Sumerians) “Crafts and
Trade” and “Kings at War”
o
Continue using the Knowledge Quest map on page 12. (Don’t forget to remind the child of
how this map relates to the same region on the globe, as well as how it compares to where
you live.) Demonstrate how the Sumerian traders could travel down the rivers and out
through the Persian Gulf. Circle the city of Ur when you read about it in the History
Encyclopedia.
o
Finish reading Half Magic chapter 5, “What Happened to Martha”, pages 110-121.
o
Read “The Owl and the Pussy-Cat” on A Family of Poems, page 108.
Day 2 in Depth
o
Read Story of the World Chapter 5, “The First Sumerian Dictator”.
o
Follow the directions on History Pockets page 1 to assemble the Mesopotamia Pocket.
o
Assemble the History Pockets Ancient Mesopotamia Booklet. Read through the booklet
together, and store it in the pocket.
o
Begin working on your notebook page(s) for Ancient Mesopotamia. You could use Quicklinks
for History page 111, to print out pictures of “Making Mud Bricks” and the process of “Making
Cuneiform Writing”. Your child can also draw pictures of her own to include, and you could
help write descriptions of the objects on the page.
o
Read Half Magic chapter 6, “What Happened to Jane”.
Day 3 in Depth
o
Follow the directions on History Pockets page 10 to assemble the Mesopotamia Words to
Know page. Read back through the booklet, focusing on the bold-faced words, and helping
the child write simple definitions. If the child is not yet reading independently, you can
simply point to the pictures and discuss or have her tell you what each one represents. Store
in the pocket.
o
Optional website activity: Visit www.mesopotamia.mrdonn.org/sumerlife.html to read an
interesting and humorously illustrated explanation of everyday life in ancient Mesopotamia.
o
Read Half Magic chapter 7, “How it Ended”.
o
Read “Harlem Night Song” on A Family of Poems, page 123.
Day 4 in Depth
o
Read Story of the World Chapter 6, “The Jewish People: God Speaks to Abraham”.
o
Follow the directions on History Pockets page 17 to complete the Postcard from Ancient
Mesopotamia activity. Consider making a copy for your notebook and then sending the
postcard to one or more grandparents or other friends or relatives.
o
Optional website activity: Use the Quicklinks for History page 111, and do the “Play the Role
of a Sumerian Farmer” activity. Read the page, then explain to the child the steps involved in
having a good harvest. Work together to flood, plough, harrow, sow, water, and harvest the
fields. Then learn a little about how historians know about the life of a Sumerian farmer.
o
Read Half Magic chapter 8, “How it Began Again”. Take a photo of the child with the book
for your notebook, and work on a Half Magic notebook page. Have the child narrate a
summary to you (you can write it out for him), or if your child is old enough, have him write a
short summary of his own. (Or type and print it out!)
Day 5 in Depth
o
Follow the directions on History Pockets page 18 to complete the Mesopotamian Puppets
activity.
o
Optional website activity: Use Quicklinks for History page 113 to explore the Royal Tombs at
Ur. Click on “Challenge” to play the ancient board game “Twenty Squares”.
o
Read the first half of Gilgamesh the King. Stop for the day when you read about Enkidu
leaving his animal friends to go to the city of Uruk. (No page numbers, but this is the 11th
page, not counting the title page.)
Materials Needed:
o
Piece of 9”x12” blue construction paper for Sailing on the River activity, plus
additional piece (any color) for Ziggurat Pop-Up Book activity.
o
Construction paper scraps for the Sailing on the River activity.
o
Craft sticks for the Sailing on the River activity.
Copies Needed:
o
Reproduce History Pockets pages 27-28, and 30-31 for each child.
Week 8: More Mesopotamia & Introducing Egypt
History & Geography
History Pockets
Day 1
Day 2
Sailing on the
River
Ziggurat PopUp Book
Day 3
Day 4
Day 5
Chapter 2,
Pages 14-17
Story of the World
of World History
Pages 114115
Review
Page 10
Page 14
King Menes,
Papyrus,
Sphinx &
Pyramids Built
Timeline
Literature
Gilgamesh the King
Second Half
Winnie-the-Pooh
A Family of Poems
Chapter 1
“The People
Upstairs” Page
32
Chapter 2
Chapter 3
Chapter 4
Review
World Religions
“Adam &
Eve”
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 8: Days 36-40
Day 4
Day 5
Day 1 in Depth
o
Follow the directions on History Pockets page 26 to complete the Sailing on the River
activity.
o
Finish Gilgamesh the King. Take a photo of your child(ren) with the book, and work on
making a Gilgamesh the King notebook page. Have the child draw or copy illustrations from
the book, and compose a short summary of the plot.
o
Read “The People Upstairs” on page 32 of A Family of Poems
Day 2 in Depth
o
Follow the directions on History Pockets page 29 to assemble the Ziggurat Pop-Up Book.
o
Finish up your Mesopotamia notebook pages. You could visit Quicklinks for History page 113,
and print out pictures of “Potters at Work”, “Mosaic of Sumerian Soldiers” and “Sumerian
Chariot Wheel”, or any other pictures you wish. Include your child’s own illustrations, as well,
and any narrations you may have transcribed.
o
Read Winnie-the-Pooh chapter 1, “We are Introduced”
Day 3 - Review Day
o
Take this opportunity to look back through all your notebook pages and your history pocket.
Finish up any loose ends you’ve been meaning to get to, and reminisce about your favorite
parts so far. Also, revisit fun website activities, if desired!
o
Read Winnie-the-Pooh chapter 2, “Pooh Goes Visiting”
o
Review poems from the last 4 weeks in A Family of Poems.
“Happiness” and “First Fig” again.
Then practice reciting
Day 4 in Depth
o
Read Story of the World chapter 2, “Egyptians Lived on the Nile River: Two kingdoms became
one”, pages 14-17.
o
As you read, use the Knowledge Quest map on page 10. Remind the child of the Tigress and
Euphrates rivers off to the east, first. Then help the child label the Nile river. Point out and
label the Mediterranean Sea.
o
Position the following figures on your Timeline:
King (Pharoah) Menes unites upper and lower Egypt - c. 3000-3500 BC
Papyrus used as Paper - c. 2600 BC
Sphinx & Great Pyramids Built - 2551 BC
o
Read Winnie-the-Pooh chapter 3, “Pooh and Piglet Go Hunting”.
Day 5 in Depth
o
Read Usborne Encyclopedia of World History pages 114-115, (The Egyptians) “Farmers of the
Nile Valley”.
o
As you read, use the Knowledge Quest map on page 14. Label the Nile, and color it blue.
Then color the land right on each side of it green, to represent the fertile areas. Circle
Memphis, where Menes built a new capital city.
o
Optional website activity: Use Quicklinks for page 115. Look at “Pictures and Information
about the Nile River”, which includes photographs of the river and surrounding areas. Consider
printing some of the pictures out for your notebook.
o
Read Winnie-the-Pooh chapter 4, “Eeyore Loses a Tail”.
o
Read “Adam and Eve in the Garden of Eden” in Sacred Myths.
We often give to others advice we need
ourselves.
- Roy D. Philips
Week 9: Adventures in Egpyt
History & Geography
Day 1
Day 2
Day 3
Day 4
of World History
Pages 116117
Pages 134135
Pages 136137
Pages 138139
Chapter 2,
Pages 18-20
Story of the World
Who Built the
Pyramids?
Timeline
Day 5
Pages 2-3
Page 22
Page 22
Old Kingdom,
Middle
Kingdom, New
Kingdom, First
Mummies
Glass Bottles
Used in
Ancient Egypt
Age of
Pyramids
Literature
Winnie-the-Pooh
Chapter 5
A Family of Poems
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Memorization Week: “Second Fig” Page 14
World Religions
“The Great
Flood”
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 9: Days 41-45
Day 4
Day 5
Day 1 in Depth
o
Read Usborne Encyclopedia of World History pages 116-117 (The Egyptians) “Mummies and
Pyramids”.
o
Use the Knowledge Quest map on page 22, “Egypt’s Middle and New Kingdoms”. Explain that
the map legend shows the symbols for tombs, temples, and pyramids. Circle Giza, labeling on
the map that it is where the Great Pyramid and Sphinx are located. Circle the Valley of the
Kings, and write “King Tutankhamun” next to it.
o
Place the following timeline figures:
Old Kingdom begins - c. 2575 BC
Middle Kingdom begins - c. 2040 BC
New Kingdom begins - c. 1550 BC
First Mummies - c. 2500 BC
o
Read Winnie-the-Pooh chapter 5, “Piglet Meets a Heffalump”.
o
Read “Second Fig” on page 14 of A Family of Poems. Repeat once or twice, in preparation for
memorization this week.
Day 2 in Depth
o
Read Story of the World chapter 2, pages 18-20, “Gods of Ancient Egypt”.
o
Read Usborne Encyclopedia of World History pages 134-135 (The Egyptians) “The Egyptian
Empire”.
o
Work on Ancient Egypt notebook page(s). You could use Quicklinks for page 117 to print out
a picture of King Tutankhamun, and for page 135 to print out a picture of Pharaoh’s Court, to
get you started.
o
Read Winnie-the-Pooh chapter 6, “Eeyore Has a Birthday”.
o
Read “Second Fig” on page 14 of A Family of Poems again. Have the child practice repeating
the lines after you.
Day 3 in Depth
o
Read Usborne Encyclopedia of World History pages 136-137 (The Egyptians) “Temples and
Gods”.
o
Use the Knowledge Quest map on page 22, “Egypt’s Middle and New Kingdoms”. Explain the
symbols that are used for showing where temples are located. If your child enjoys such
activities, you could have him color all the temples red, (or another favorite color) to give him
practice in identifying and diferentiating the symbols.
o
Optional website activity: Visit http://www.discoveringegypt.co.uk/ecards/index.php3 to send
a postcard in hieroglyphs. You can send this e-postcard to a parent, grandparent, friend, or
other relative.
o
Read Winnie-the-Pooh chapter 7, “Kanga and Baby Roo”.
o
Continue practicing “Second Fig” on page 14 of A Family of Poems.
Day 4 in Depth
o
Read Usborne Encyclopedia of World History pages 138-139 (The Egyptians) “Life at Home”.
o
Place the “Glass Bottles Used in Egypt - c. 1500 BC” timeline figure.
o
Optional website activity: Use Quicklinks for page 115. Learn about “A Day in the Life of an
Egyptian Farmer”, where you can compare a farmer’s life with that of a rich nobleman.
o
Continue adding to your notebook pages. You could use Quicklinks for page 139 to print out
the “Cutaway Picture of an Egyptian Villa”. Consider encouraging the child to sketch in
examples of the toys children used, such as the toy hippo and clay balls from the same page.
(Or just print out those items, as well.)
o
Read Winnie-the-Pooh chapter 8, “Expotition to the North Pole”.
o
Continue practicing “Second Fig” on page 14 of A Family of Poems.
Day 5 in Depth
o
Read Who Built the Pyramids? pages 2-3, “Who Built the Pyramids”.
o
Place the “Age of Pyramids - c. 2686 BC - 2181 BC” timeline figure. This figure covers a large
period of time, so it is best to position it near the center of its time period, and then use a
colored marker to draw lines in each direction on the timeline that extend for the full time
span of the era. You can use this technique any time you are dealing with a span of several
years.
o
Optional website activity: Use Quicklinks for page 3. Select “Take a Virtual Tour of the Great
Pyramid”, and click on the “Enter Here” icon. Wow! With all these 360 degree panoramic
views, even if you never get to Egypt in person, you’ll feel like you have!
o
Read Winnie-the-Pooh chapter 9, “Piglet is Entirely Surrounded by Water”.
o
Read “The Great Flood” in Sacred Myths.
o
Continue practicing “Second Fig” on page 14 of A Family of Poems, and encourage the child to
recite the poem to a friend or relative. You can also make use of the camcorder!
There is an activity on Day 4 next week that can be done either
as a standard coloring page (in which case, no special supplies
will be needed) or as a special method, called “Paper Batik”. If
you choose to do the Paper Batik method, you will need:
o
A Charcoal Pencil
o
A Bottle of India Ink
History & Geography
Day 1
Day 2
Day 3
Day 4
Day 5
Who Built the
Pyramids?
Pages 4-5
Pages 6-7
Pages 8-9
Pages 10-11
Pages 12-13
Story of the World
Chapter 4
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Literature
Winnie-the-Pooh
Chapter 10
Tut’s Mummy Lost . . .
And Found
A Family of Poems
“The
Porcupine”
pg. 42
“Iroquois
Prayer” pg. 89
World Religions
“Joseph and
the Coat of
Many Colors”
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Week 10: 46-50
Day 3
Day 4
Day 5
Day 1 in Depth
o
Read Who Built the Pyramids? pages 4-5, “Why Are the Pyramids Pyramid Shaped?”.
o
Read Story of the World chapter 4, “The Old Kingdom of Egypt”.
o
Continue adding to your notebook pages. You could use Quicklinks for page 117 of the
History Encyclopedia to print out a diagram of the Great Pyramid to include.
o
Optional website activity: If you have a little extra time, you can use Quicklinks for page 5 of
the current book to “Build a Pyramid Online”. This game may be a little frustrating for the
littlest children, however.
o
Read Winnie-the-Pooh chapter 10, “Pooh’s Party”.
o
Read “The Porcupine” on page 42 of A Family of Poems.
Day 2 in Depth
o
Read Who Built the Pyramids? pages 6-7, “What Was Inside a Pyramid?”.
o
Optional website activity: Use the Quicklinks for page 117 of the History Encyclopedia. Play
the “Mummy Maker” game. Do be forewarned that you may want to preview this game. It
does involve removing organs, etc, and literally learning how to make a mummy, hands on.
(The depictions are cartoonish, rather than photographic or realistic, however, so it isn’t as
graphic as it could have been!) Very educational, but if you or your child can’t stomach it,
you can just skip this one.
o
Read Tut’s Mummy Lost . . . And Found chapter 1, “The King is Dead”.
Day 3 in Depth
o
Read Who Built the Pyramids? Pages 8-9, “Why did they stop building pyramids?”.
o
Optional website activity: Use the Quicklinks for page 9 to see examples of the treasures found
in King Tutankhamun’s tomb
o
Read Tut’s Mummy Lost . . . And Found chapter 2, “The Lost King”.
o
Read “Iroquois Prayer” on page 89 of A Family of Poems.
Day 4 in Depth
o
Read Who Built the Pyramids? Pages 10-11, “Who ruled Egypt?”.
o
Optional activity: Use the Quicklinks for page 11 to print out and color pictures of Pharaohs
wearing different types of crowns. If you want, you can scroll through all the pictures to get
to instructions for making a slightly more elaborate project out of this. Use the charcoal and
india ink to follow the directions to make your picture with the Paper Batik effect.
o
Read Tut’s Mummy Lost . . . And Found chapter 3, “The Search”.
Day 5 in Depth
o
Read Who Built the Pyramids? Pages 10-11, “Where did the Egyptians live?”.
o
Optional website activity: Visit http://ancienthistory.mrdonn.org/Egyptlife.html and read the
introduction. Then scroll down and read an original story about life in ancient Egypt by an 11
year old girl.
o
Read Tut’s Mummy Lost . . . And Found chapter 4, “The Discovery”.
o
Read “Joseph and the Coat of Many Colors” in Sacred Myths.
On Day 3 next week, you will have the opportunity to cook an Ancient
Egyptian meal! Look ahead to the website http://www.geocities.com/
Heartland/Hills/9684/egyptfood.html to print out recipes, and make your
shopping list accordingly.
History & Geography
Who Built the
Pyramids?
Day 1
Day 2
Day 3
Day 4
Day 5
Pages 14-15
Pages 16-17
Pages 18-19
Pages 20-21
Pages 22-23
Chapter 1
Chapter 2
Chapter 3
Chapter 4
“The Scribe” &
“The Farmer
“The Pyramid
Builder” &
“The
Herdsman”
“The
Birdnetter” &
“The Washer
of Clothes”
“The Weaver &
The
Goldsmith”
Story of the World
Chapter 6
Literature
Tut’s Mummy Lost . . .
And Found
Chapter 5
A Family of Poems
“Buffalo Dusk”
pg. 57
“The Sloth”
pg. 42
World Religions
“Moses in the
Bulrushes”
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 11: Days 51-55
Day 4
Day 5
Day 1 in Depth
o
Read Who Built the Pyramids? Pages 14-15, “What were their houses like?”.
o
Optional activity: Use the Quicklinks for page 15 to see photos of Egyptian mud houses. You
could try printing out some for your notebook.
o
Read Tut’s Mummy Lost . . . And Found chapter 5, “The King is Found”. Take a picture of
the child with the completed book, and record a narration for the child’s notebook page about
this book.
o
Read “Buffalo Dusk”, on page 57 of A Family of Poems.
Day 2 in Depth
o
Read Who Built the Pyramids? Pages 16-17, “Did they care about fashion?”.
o
Read Story of the World chapter 6, “Joseph Goes to Egypt”.
o
Optional activity: Use the Quicklinks for page 17 to help an ancient barber play around with
hairstyles for a family of Egyptians.
o
Read “The Scribe”, on page 4, and “The Farmer”, on page 6, of Voices of Ancient Egypt .
Day 3 in Depth
o
Read Who Built the Pyramids? Pages 18-19, “What was Egyptian food like?”.
o
Optional activity: Visit http://www.geocities.com/Heartland/Hills/9684/egyptfood.html for
selected Ancient Egyptian Recipes. Have an Ancient Egypt feast night, and enjoy preparing
and eating the food together. (Be sure to take pictures for the notebook! And include a copy
of the recipes, too.) Note: These recipes have been modernized a bit, to suit ingredients
that are easy for us to obtain. Rice is actually from medieval Egypt, not ancient, but these
recipes will still give you a good taste of Egypt!
o
Read “The Pyramid Builder”, on page 8, and “The Herdsman”, on page 10 of Voices of
Ancient Egypt .
o
Read “The Sloth”, on page 42 of A Family of Poems
Day 4 in Depth
o
Read Who Built the Pyramids? Pages 20-21, “How did the Egyptians get around?”.
o
Optional activity: Use the Quicklinks for page 21 to find out more about Egyptian boats, and
to view photos of the oldest planked vessel discovered.
o
Read “The Birdnetter”, on page 12, and “The Washer of Clothes”, on page 14 of Voices of
Ancient Egypt .
Day 5 in Depth
o
Read Who Built the Pyramids? Pages 22-23, “What did the Egyptians do for fun?”.
o
Optional activity: Use the Quicklinks for page 23 to learn to play the board game Senet,
online. Easy and fun! This is a good way to learn the rules, so that you can more easily play
the version in the Ancient Egypt Treasure Chest in a few days.
o
Read “The Weaver”, on page 16, and “The Goldsmith”, on page 18 of Voices of Ancient Egypt
.
o
Read “Moses in the Bulrushes” in Sacred Myths.
Materials Needed for optional Egyptian Amulets activity on Day 5:
o
o
o
Cardboard
Paints and/or Decorative Pens.
Decorative String and/or Magnetic Strips
Copies Needed:
o
o
Reproduce History Pockets pages 33 and 35-37 for each student.
Reproduce page 3 of Creative Fun Egyptian Activity Book for
optional Egyptian Amulets project on Day 5. (At least one copy for
each student.)
History & Geography
Who Built the
Pyramids?
Day 1
Day 2
Day 3
Day 4
Pages 24-25
Pages26-27
Pages28-29
Pages 30-31
Day 5
Page 18
Story of the World
Chapter 3
History Pockets
Booklet
Egyptian
Amulet Activity
Egyptian Activity Book
Literature
“The
Embalmer” &
“The Dancer”
“The
Carpenter” &
“The Sailor”
“The
Marshman”
Chapters
1&2
The Whipping Boy
A Family of Poems
“A Visit From
St. Nicholas”
pg. 86
Chapters
3&4
Review
World Religions
“David and
Goliath”
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 12: Days 56-60
Day 4
Day 5
Day 1 in Depth
o
Read Who Built the Pyramids? Pages 24-25, “Did the Egyptians believe in God?”.
o
Optional activity: Use the Quicklinks for page 25 to print out pictures of the Egyptian gods.
As before, you can also follow the instructions for Paper Batik, if you want to do a more
elaborate project.
o
Read “The Embalmer”, on page 20, and “The Dancer”, on page 22 of Voices of Ancient Egypt.
o
Read “A Visit From St. Nicholas” on page 86 of A Family of Poems.
Day 2 in Depth
o
Read Who Built the Pyramids? Pages 26-27, “Where did they worship their gods and
goddesses?”.
o
Use the Knowledge Quest map on page 18. Point to the legend, explain the symbols, and
notice where all the temples are on the map.
o
Optional activity: Use the Quicklinks for page 27 to experience an ancient Egyptian girl’s visit
to the temple.
o
Read “The Carpenter”, on page 24, and “The Dancer”, on page 26 of Voices of Ancient Egypt .
Day 3 in Depth
o
Read Who Built the Pyramids? Pages 28-29, “What were their towns and cities like?”.
o
Work on your Ancient Egypt notebook pages. You could use the Quicklinks for the History
Encyclopedia page 136 to print out full color pictures of the various Egyptian gods and
goddesses to include on one of your pages.
o
Read “The Marshman” on page 28 of Voices of Ancient Egypt .
o
Review the poems for the last 4 weeks from A Family of Poems. Then try reciting “Happiness”,
“First Fig”, and “Second Fig” from memory. Feel free to help the child if he has difficulty
remembering any of the poems.
Day 4 in Depth
o
Read Story of the World chapter 3, “The First Writing”.
o
Read Who Built the Pyramids? Pages 30-31, “Could the Egyptians read and write?”.
o
Optional website activity: Visit http://www.rom.on.ca/schools/egypt/activities/index.php# to
learn how to write your name in hieroglyphics. Print it out, and place in your notebook.
o
Read The Whipping Boy chapter 1, “In which we observe a hair-raising event”, and chapter 2,
“Wherein the prince cannot write his name”.
Day 5 in Depth
o
Follow the directions on page 1 of History Pockets to assemble the Ancient Egypt pocket.
o
Assemble the Ancient Egypt Information Booklet, and read through it with the child .
o
Optional activity: Follow the directions on pages 4-5 of Creative Fun Egyptian Activity Book to
make Egyptian Amulets.
o
Read The Whipping Boy chapter 3, “The runaways”, and chapter 4, “Containing hands in the
fog”.
o
Read “David and Goliath” in Sacred Myths.
See Next Page for Preparation Tips for Week 13, Activity Week!
The reward of a thing well done is to have done it.
- Ralph Waldo Emerson
Materials Needed:
Make a Pyramid - Day 1
o
Craft Knife
o
Large Piece of Cardboard
o
Thumbtack
o
Ruler
o
Masking Tape
Make Egyptian Sweets - Day 2
o
7 oz pitted dates
o
4 oz walnut pieces
o
4 tablespoons honey
o
1 teaspoon ground cinnamon
o
ground cumin (optional)
o
ground almonds for coating (or powdered sugar or brown sugar if you don’t
have almonds)
Egyptian Puppets - Day 3
o
Construction Paper
o
Craft Sticks
Jeweled Collar Activity - Days 3 & 4
o
15” x 15” piece of white fabric
o
White glue mixed with water 1:4
o
Paintbrush
o
Old cardboard to protect your working surface
o
Masking Tape
o
Clothespins
o
String or Cord
Decorative Armband Activity - Days 3 & 4
o
Plastic drink bottle about 2-3” wide
o
Craft knife
o
Rough Sandpaper
o
Acrylic Paints (including white)
o
Metallic Pens or Markers
Life Along the Nile - Day 4
o
5” x 18” Piece of construction paper
o
o
15” yarn
Make a Cartouche - Day 5
o
Jar (To trace for making rounded corners - Doesn’t have to be empty)
o
Ruler
o
Piece of cardboard (about the size of a piece of paper)
o
Paints or Markers
Copies Needed
o
History Pockets: Reproduce pages 38-39, 41, and 43 for each child. Instead of
page 43, you may want to print out a more substantial PaperCraft version from
http://cp.c-ij.com/english/3D-papercraft/building/pyramid_e.html
o
Egyptian Activity Book: Reproduce pages 7 and 17 (17 is optional, but
recommended).
Week 13: Egpyt Activities
History & Geography
Story of the World
History Pockets
Egyptian Activity Book
Day 1
Day 2
Day 3
Day 4
Day 5
Words to
Know
Postcard
Egyptian
Puppets
Life Along
the Nile
Model Great
Pyramid
Make a
Pyramid
Make
Egyptian
Sweets
Chapters
5&6
Chapters
7&8
Chapter 12
Jeweled Collar and Armband
Make a
Cartouche
Literature
The Whipping Boy
A Family of Poems
Chapters
9 & 10
Chapters
11 & 12
Chapters
13 & 14
Memorization Week: “The Little Man Who Wasn’t There” pg. 27
World Religions
Sacred Myths
Other Learning
Activities
Not Scheduled This Week
Day 1
Day 2
Day 3
Week 13: Days 61-65
Day 4
Day 5
Day 1 in Depth
o
Read Story of the World chapter 12, “The Middle Kingdom of Egypt”.
O
Follow the directions on page 10 of History Pockets to complete the Ancient Egypt Words
to Know activity.
o
Optional activity: Follow the directions on pages 6-7 of Creative Fun Egyptian Activity Book to
make a large scale Great Pyramid.
o
Read The Whipping Boy chapter 5, “Hold-Your-Nose Billy and Cutwater”, and chapter 6, “In
which the plot thickens”.
o
Read “The Little Man Who Wasn’t There” on page 27 of A Family of Poems. Repeat a couple
of times in preparation for memorizing this week.
Day 2 in Depth
o
Follow the directions on page 17 of History Pockets to complete the Postcard From Ancient
Egypt activity.
o
Optional activity: Follow the directions on pages 14-15 of Creative Fun Egyptian Activity Book
to make delicious Egyptian treats.
o
Read The Whipping Boy chapter 7, “Being an account of a great mix-up”, and chapter 8, “The
ransom note”.
o
Read “The Little Man Who Wasn’t There” on page 27 of A Family of Poems. Let the child
repeat the lines after you.
Day 3 in Depth
o
Follow the directions on page 32 of History Pockets to complete the Egyptian Puppets
activity.
o
Optional activity: Follow the directions on pages 16-18 of Creative Fun Egyptian Activity Book
to make a Jeweled Collar and Decorative Armband, like those worn by men and women
of Ancient Egypt. Today, paint the fabric with the glue mixture, and allow to dry. Cut out the
armband, and paint it with white paint. You’ll finish the project tomorrow.
o
Read The Whipping Boy chapter 9, “Revealing Jemmy’s plan to trick the villains”, and chapter
10, “In which Prince Brat lives up to his name”.
o
Continue reading “The Little Man Who Wasn’t There” on page 27 of A Family of Poems.
Day 4 in Depth
o
Follow the directions on page 40 of History Pockets to complete the Life Along the Nile
activity.
o
Optional activity: Finish the Jeweled Collar and Decorative Armband.
o
Read The Whipping Boy chapter 11, “Containing a great deal of shouting”, and chapter 12,
“Wherein Jemmy is betrayed”.
o
Continue practicing “The Little Man Who Wasn’t There” on page 27 of A Family of Poems.
Day 5 in Depth
o
Follow the directions on page 42 of History Pockets to complete the Great Pyramid activity.
Or, for a more substantial and elaborate version of this activity, print out the PaperCraft
version from http://cp.c-ij.com/english/3D-papercraft/building/pyramid_e.html
o
Optional activity: Complete the Make a Cartouch activity on pages 22-23 of Creative Fun
Egyptian Activity Book.
o
Read The Whipping Boy chapter 13, “The chase”, and chapter 14, “In which is heard a voice
in the forest”.
o
Finish practicing “The Little Man Who Wasn’t There” on page 27 of A Family of Poems. Recite
the poem to some friends or family members.
The real voyage of discovery consists not in seeking
new landscapes, but in having new eyes.
- Marcel Proust
Week 14: Egpytian Treasure Chest & On to Babylon
History & Geography
Story of the World
Day 1
Day 2
Day 3
Day 4
Hieroglyphs
& Papyrus
Shabti Charm
& Senet
Nile stickers
& Scarab
Game
Chapters
17 & 18
Chapters
19 & 20
Day 5
Chapter 13
Life in Ancient Egypt
Treasure Chest
Review Day
Literature
The Whipping Boy
Chapters
15 &16
Misty of Chincoteague
A Family of Poems
Chapter 1
“Pippa’s Song”
pg. 66
Chapter 2
“Afternoon on
a Hill” pg. 113
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 14: Days 66-70
Day 4
Day 5
Day 1 in Depth
o
Read Story of the World chapter 13, “The Middle Kingdom of Egypt”.
o
Read The Whipping Boy chapter 15, “Of the Hot-Potato Man and other matters”, and chapter
16, “Wherein the prince neither bawls nor bellows”.
o
Read “Pippa’s Song” on page 66 of A Family of Poems.
Day 2 in Depth
o
Egyptian Treasure Chest: Play with the hieroglyph stamps! Practice using them, then
decorate the papyrus for your notebook. (Place the completed papyrus in a page protector.)
Show the child how the decoder wheel works, and try making a message for her to decode.
Help her make a coded message for a friend or relative.
o
Read The Whipping Boy chapter 17, “Petunia to the rescue”, and chapter 18, “Of assorted
events in which the plot thickens thicker”.
Day 3 in Depth
o
Egyptian Treasure Chest: Assemble the Shabti charm necklace.
o
Egyptian Treasure Chest: Play a rousing game of Senet on your own game board!
o
Read The Whipping Boy chapter 19, “Being a full account of the happenings in the dark
sewers”, and chapter 20, “In which the sun shines and we learn what befell the whipping boy,
the prince, and everyone else”, and the “Note”. Take a photo of the child with the book, and
make a notebook page about it. Ask your child to draw a picture about his favorite part of the
book, and then include a narration about it.
o
Read “Afternoon on a Hill” on page 113 of A Family of Poems.
Day 4 in Depth
o
Egyptian Treasure Chest: Work your way down the map of the Nile, affixing stickers as you
go.
o
Egyptian Treasure Chest: Play Scarab game. (Suspiciously like Chutes and Ladders, don’t
you think? But fun!)
o
Read Misty of Chincoteague chapter 1, “Live Cargo!”.
Day 5 in Depth - Review Day
o
Take this opportunity to review your notebook pages and your history pockets. Reminisce
about your favorite parts so far, and revisit some favorite websites, as well.
o
If you are behind on any notebook pages, this would be a great time to finish a couple of
them up!
o
Read Misty of Chincoteague chapter 2, “The Island of the Wild Things”.
Materials Needed for optional Baking Flatbread activity on Day 2:
o
o
o
o
o
o
o
Dry yeast (2 tsp.)
Whole wheat bread flour (and optional unbleached white flour)
Salt
Olive oil
Large bowl
Baking sheets
Rolling pin
Week 15: Babylon, Hebrews, and Assyrians
History & Geography
Story of the World
Day 1
Day 2
Chapter 7
Chapter 14
of World History
Pages
132-133
Timeline
Day 3
Day 4
Day 5
Chapter 8
Pages
140-141
Pages
142-143
Pages
146-147
Pages
10 & 20
Page 28
Page 24
Hammurabi’s
Reign
N. Kingdom of
Israel
Destroyed
Literature
Chapter 3
A Family of Poems
Chapter 4
Chapter 5
“Ode to the
Goose” pg. 43
“If You’ll Only
Go to Sleep”
pg. 130
Chapter 6
Chapter 7
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 15: Days 71-75
Day 4
Day 5
Day 1 in Depth
o
Read Story of the World chapter 7, “Hammurabi and the Babylonians”.
o
Read Usborne Encyclopedia of World History, pages 132-133, (The Babylonians) “The Empire
of Hammurabi” and “The Hittite Empire”.
o
Use the Knowledge Quest map on page 20, “The Rise of Babylon” to show (and maybe color
in) the extent of Hammurabi’s empire. Compare this map with the map on page 10, and ask
if the child knows what country would lie just off the left side of the page, across the Red Sea.
(Egypt, of course!).
o
Position the timeline figure for “Hammurabi’s Reign 1792 BC - 1750 BC”.
o
Read Misty of Chincoteague chapter 3, “The Phantom”.
Day 2 in Depth
o
Read Story of the World, chapter 14, “The Israelites Leave Egypt”.
o
Optional activity: Visit http://www.museum.upenn.edu/Canaan/Activities.html. Scroll down to
the section on “Daily Life”, and follow the directions for making flatbread from scratch, in the
style that ancient Canaanites and Israelites would have used.
o
Read Misty of Chincoteague chapter 4, “Sacred Bones”.
o
Read “Ode to the Goose” on page 43 of A Family of Poems.
Day 3 in Depth
o
Read Usborne Encyclopedia of World History, pages 140-141, (The Canaanites) “People of
Canaan” and (The Sea Peoples) “Raiders of the Mediterranean”.
o
Work on your notebook page for Canaan and the Sea Peoples. You can use the Quicklinks for
page 141 to print out pictures of the Canaanite merchant and ship, and also the Philistine
coffin, to include on your narration page.
o
Read Misty of Chincoteague chapter 5, “A Piece of Wind and Sky”.
o
Read “If You’ll Only Go to Sleep” on page 130 of A Family of Poems.
Day 4 in Depth
o
Read Usborne Encyclopedia of World History, pages 142-143, (The Hebrews) “The Hebrew
Kingdom”.
o
Use the Knowledge Quest map on page 28 to show one possibility for the route taken by the
Hebrews in the story of the Exodus.
o
Place the timeline figure “Northern Kingdom of Israel Destroyed - 722 BC”.
o
Work on your notebook page for the Hebrews. You can use the Quicklinks for page 143 to
print out pictures of a Hebrew house, David and Goliath, and King Solomon’s temple.
o
Read Misty of Chincoteague chapter 6, “Pony Penning Day”.
Day 5 in Depth
o Read Story of the World chapter 8, “The Assyrians”.
o
Read Usborne Encyclopedia of World History, pages 146-147, (The Assyrians) “The Assyrians
at War”.
o
Use the Knowledge Quest map on page 24, “The Assyrian Emire”. See if the child recognizes
the rivers and seas on this map. If not, compare with the map on page 10, to see the
similarities.
o
Work on notebook pages for Babylon, the Hittites, and Assyria. You can use the Quicklinks for
page 133 to print out a picture of King Hammurabi and also the picture of the Hittite warriors.
You can also click on a link to hear how a Hittite would have said “Hello”. Use the Quicklinks
for page 147 to explore an Assyrian war scene.
o
Read Misty of Chincoteague chapter 7, “She Can’t Turn Back”.
Week 16: Assyria, Babylon (Again!), Phoenicia, & Crete
History & Geography
Day 1
Day 2
Day 3
Chapter 16
Chapter 17
Chapter 15
of World History
Pages
148-149
Pages
150-151
Page 24
Page 24
Story of the World
Day 5
Chapter 18
Pages
144-145
Page 32
Hanging
Gardens of
Babylon & Fall
of Babylon
Timeline
Day 4
Page 32
Pages
16 & 30
Basis for
Modern
Alphabet
Literature
A Family of Poems
Chapter 8
Chapter 9
“This is the
Key” pg. 106
Chapter 10
Chapter 11
Chapter 12
Review
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 16: Days 76-80
Day 4
Day 5
Day 1 in Depth
o
Read Story of the World chapter 16, “The Return of Assyria”.
o
Read Usborne Encyclopedia of World History, pages 148-149, (The Assyrians) “The Assyrians
at Home”.
o
Use the Knowledge Quest map on page 24 to point out and circle Nimrud and Nineveh as you
read
o
Optional website activity: Use the Quicklinks for page 149 to read a story about how King
Ashurnasirpal II built a magnificent palace.
o
Read Misty of Chincoteague chapter 8, “Caught in the Whirpool”.
o
Read “This is the Key” on page 106 of A Family of Poems.
Day 2 in Depth
o
Read Story of the World, chapter 17, “Babylon Takes Over Again!”.
o
Read Usborne Encyclopedia of World History, pages 150-151, (The Babylonians) “The City of
Babylon”.
o
Use the Knowledge Quest map on page 24 to point out and circle Babylon as you read.
o
Position the following timeline figures:
The Hanging Gardens of Babylon - 580 BC
The Fall of Babylon - 539 BC
o
Optional website activity: Use the Quicklinks for page 151 to explore how the Babylonians
traded goods with their neighbors, and how these goods were transported.
o
Read Misty of Chincoteague chapter 9, “On to the Pony Penning Grounds”.
Day 3 in Depth
o
Read Story of the World, chapter 15, “The Phoenicians”.
o
Use the Knowledge Quest map on page 32, “Phoenicia’s Trading Empire” for this lesson. Point
out and circle the cities of Tyre and Carthage as they are discussed in the chapter. Color in
and label the Mediterranean Sea in the center of the map. Compare the map in the History
Encyclopedia on page 145 to your map. Work together to find Egypt, and draw it in on the
map. Then look at the map Key. Tell the child what the different symbols mean, and then
discuss where the Phoenicians were able to find each of the resources that they depict.
o
Work on a Phoenician notebook page. Use Quicklinks for page 145 to print out pictures of the
glass bead, the ivory carving, and the murex shell. Using today’s map, discuss where the
Phoenicians would have gotten ivory for the carving and the glass for the bead.
o
Read Misty of Chincoteague chapter 10, “Colts Have Got to Grow Up”.
o
Review the poems from the last 4 weeks in A Family of Poems. Then, practice reciting
“Happiness”, “First Fig”, “Second Fig”, and “The Little Man Who Wasn’t There”.
Day 4 in Depth
o
Read Usborne Encyclopedia of World History, pages 144-145, (The Phoenicians) “Traders
From Phoenicia”.
o
Use the Knowledge Quest map on page 32 to point out and circle Byblos.
o
Position the timeline figure “Basis for Modern Alphabet”, but we recommend dating this to
about 1500 BC, instead of 2000 BC. There were some proto-alphabetic examples dating as far
back as 2000 BC, but since our books are discussing Phoenicia, and because all modern
European alphabets are derived from the Phoenician, we think this figure should refer to the
Phoenician alphabet, which was in use in Byblos by 1500 BC.
o
Optional website activity: Visit http://www.designingwithtype.com/items/images/
phoenician464.gif and print out this copy of the Phoenician alphabet for your notebook.
Discuss how some of the letters look the same as ones we use now, and others look different.
Just as children grow and change as time goes by, so too can an alphabet change over time!
(And grow too, as this alphabet has only 22 letters, while ours now has 26.)
o
Read Misty of Chincoteague chapter 10, “Storm Shy”.
Day 5 in Depth
o
Read Story of the World, chapter 18, “Life in Early Crete”.
o
Use the Knowledge Quest map on page 12, “The Island of Crete”. Color the island, and the
Mediterranean sea.
o
The Trojan War - 1250 BC - 1240 BC
The Iliad and the Odyssey c. 700 BC
o
Read Misty of Chincoteague chapter 12, “The Sold Rope”.
Cherish your doubts for doubt is the attendant of truth;
it is the servant of discovery. Truth, if it be truth, arises
from each testing stronger.
- Robert T. Weston
Week 17: Crete, Mycenaea, & Into Persia
History & Geography
Day 1
Day 2
Day 3
Story of the World
of World History
Day 4
Chapter 19
Pages
124-125
Pages
126-127
Pages
128-129
Day 5
Chapter 21
Pages
130-131
Page 30
King Cyrus of
Persia
Timeline
Literature
Chapter 12
A Family of Poems
Chapter 13
Chapter 14
Chapter 15
Chapter 16
Memorization Week: “I May, I Might I Must” pg. 19
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 17: Days 81-85
Day 4
Day 5
Day 1 in Depth
o
Read Usborne Encyclopedia of World History, pages 124-125, (Minoans) “Palaces and
Legends”.
o
Optional website activity: Use the Quicklinks for page 125 to take a virtual tour of the palace
at Knossos. Explain to the child that people are not allowed in all the areas of the palace if
they visit, but that this website does allow you to explore the entire palace. You’ll feel just like
a VIP tourist!
o
Read Misty of Chincoteague chapter 13, “A Pony Changes Hands”.
o
Read “I May, I Might, I Must” on page 19 of A Family of Poems. Repeat a couple of times, in
preparation for memorizing this week.
Day 2 in Depth
o
Read Usborne Encyclopedia of World History, pages 126-127, (Minoans) “Life on Crete”.
o
Optional website activity: Use the Quicklinks for page 127 to visit a site where you can see
examples of Minoan pottery, jewelry, and more.
o
You can also use the Quicklinks for pages 125 and 127 to print out pictures of Minoan pottery,
Minoan writing (which nobody can read!), a Minoan woman, and Theseus and the Minotaur,
for a notebook page on Crete.
o
Read Misty of Chincoteague chapter 14, “The Wickie ”.
o
Read “I May, I Might, I Must” on page 19 of A Family of Poems. Have the child repeat the
lines after you.
Day 3 in Depth
o
Read Story of the World, chapter 19, “The Early Greeks”.
o
Read Usborne Encyclopedia of World History, pages 128-129, (Mycenaeans) “Palaces and
Tombs”.
o
Use the Knowledge Quest map on page 30, “Classical Greece” to point out the general location
of Mycenae. Point out the island of Crete, and help the child label it.
o
Optional website activity: Visit Quicklinks for page 129 to visit a site where you can take a
virtual tour of the ruins of Mycenae.
o
Read Misty of Chincoteague chapter 15, “The Fire Chief Pays a Call”.
o
Read “I May, I Might, I Must” on page 19 of A Family of Poems. Continue having the child
practice repeating the lines after you.
Day 4 in Depth
o
Read Usborne Encyclopedia of World History, pages 130-131, (Mycenaeans) “Warriors and
Traders”.
o
Work on a Mycenaean notebook page. You can use Quicklinks for pages 129 and 131 to print
out pictures of the city of Mycenae, the Bathroom at Pylos, the king going to war, and the
Trojan Horse to help illustrate your child’s narrations.
o
Read Misty of Chincoteague chapter 16, “The Pully Bone”.
o
Read “I May, I Might, I Must” on page 19 of A Family of Poems. Have the child practice
reciting as much of the poem as he can.
Day 5 in Depth
o
Read Story of the World, chapter 21, “The Medes and the Persians”.
o
Place the following timeline figure:
King Cyrus of Persia - 529 BC
o
Read Misty of Chincoteague chapter 17, “Wings on Her Feet”.
o
Read “I May, I Might, I Must” on page 19 of A Family of Poems. Give the child an opportunity
to recite the poem to friends or family sometime in the next few days.
It is proof of a base and low mind for one to wish to think
with the masses or majority, merely because the majority
is the majority. Truth does not change because it is, or is
not, believed by a majority of the people.
- Giordano Bruno: (1548-1600)
Week 18: More Persia, and Introducing Greece!
History & Geography
Day 1
Day 2
of World History
Pages
152-153
Pages
154-155
Day 4
Day 5
Pages
156-157
Pages
158-159
Chapter 22
Chapter 24
Page 30
Page 30
The Persian
War
The Trojan
War, The Illiad
and the
Odyssey, First
Olympic
Games, &
Greek Classical
Period
Athens - 1st
Democracy
Golden Age of
Athens,
Socrates,
Plato,
Peloponnesian
War
Pages 5-8
Pages 9-11
Pages 12-17
Pages 18-20
Story of the World
Day 3
Chapter 20
Page 38
Page 30
Timeline
Literature
Chapter 18
Mini Greek Myths
A Family of Poems
“Today is Very
Boring” pg. 34
“The Eagle”
pg. 59
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 18: Days 86-90
Day 4
Day 5
Day 1 in Depth
o
Read Usborne Encyclopedia of World History, pages 152-153, (The Persians) “The Power of
Persia”.
o
Use the Knowledge Quest map on page 38, “The Persian Empire Under King Darius”.
(Compare, if necessary, with the map on page 152 of the History Encyclopedia. Work
together to find the general locations of Mesopotamia, Egypt, Crete, and Greece. Color all the
land under Persian control one color.
o
Optional website activity: Use the Quicklinks for page 153 to visit an online exhibition about
ancient Persia by the British Museum. Click on Palaces of Kings to find a great photo of the
ruins of the Palace of Darius at Persiopolis as it appears today. You could print this out for
your notebook. Then try printing out the palace image from the Quicklinks page. Together,
they will give you a good idea of what the palace looked like in the past and in the present.
o
Read Misty of Chincoteague chapter 18, “A Wild Bugle”. Take a photo of the child with the
book, and work on a Misty notebook page.
o
Read “Today is Very Boring” on page 34 of A Family of Poems.
Day 2 in Depth
o
Read Usborne Encyclopedia of World History, pages 154-155, (The Greeks) “The Greeks at
War”.
o
You can use the Knowledge Quest map on page 30, “Classical Greece”, to review the locations
in the war with Persia. Briefly point out and circle Athens, Marathon, Plataea, Sparta, and
Salamis. Point out the Hellespont in the Aegean Sea, where the Persians built a bridge out of
boats to march the army across.
o
Place the following timeline figure:
The Persian War c. 490 BC - 479 BC
o
Optional website activity: Use the Quicklinks for page 155 to visit a site where you can see
photos of people building and sailing a replica trireme. These photos are great for printing
and making a notebook entry.
o
Read Greek Myths, pages 5-8, “About the Greek Myths” and “The Gift of Fire”.
The unexamined life is not worth living.
- Socrates
Day 3 in Depth
o
Read Story of the World, chapter 20, “Greece Gets Civilized Again”.
o
Read Usborne Encyclopedia of World History, pages 156-157, (The Greeks) “Life in Ancient
Greece”.
o
Place the following figures on your timeline:
The Trojan War - 1250 BC-1240 BC
The Iliad and the Odyssey - c. 700 BC
First Olympic Games - 776 BC
Greek Classical Period - 480 BC
o
Optional website activity: Visit Quicklinks for page 157 to explore a comic-book style
interactive presentation about Greek drama!
o
Read Greek Myths pages 12-17, “Persephone and the Seasons”.
Day 4 in Depth
o
Read Story of the World chapter 22, “Sparta and Athens”.
o
Use the Knowledge Quest map on page 30, “Classical Greece” to point out again the locations
of Sparta and Athens as you read about them in the book.
o
Position the following timeline figures:
Athens 1st Democracy - 508 BC
o
Optional website activity: Visit http://cp.c-ij.com/english/3d-papercraft/building/
parthenon_e.html to print out a paper model of the Parthenon. You can use the rest of this
week to assemble the model, as we move further into our Ancient Greece unit!
o
Read Greek Myths pages 9-11, “Pandora’s Box”.
o
Read “The Eagle” on page 59 of A Family of Poems.
Day 5 in Depth
o
Read Story of the World, chapter 24, “Wars of the Greeks”.
o
Read Usborne Encyclopedia of World History, pages 158-159, (The Greeks) “The City of
Athens”.
o
Remind the child of the location of Athens on the Knowledge Quest map, page 30.
o
Golden Age of Athens - 477-432 BC
Socrates - 469-399 BC
Plato - 427-347 BC
Peloponnesian War 431-404 BC (May use a marker to show on the timeline
how long the war continued.)
o
Optional website activity: Use the Quicklinks on page 159 to be introduced to the residents of
Ancient Athens. You can select each person, and follow them through a typical day. Great site
for exploring the different experiences that Athenian residents would have.
o
Read Greek Myths, pages 18-20, “The Story of Arachne”.
Materials Needed for optional Pottery activity on Day 4:
o
o
o
o
o
o
Red clay (terra-cotta)
Serrated plastic knife
Toothpicks
Black acrylic paint
Small paintbrush
Acrylic floor wax (optional)
On Day 5 next week, you will have the opportunity to prepare a Greek
style snack. Plan ahead by referring to pages 21-31 in Classical Kids.
Pick one or two recipes for your snack, and be sure you have the
necessary ingredients - We suggest “Mini Pizzas” or “Sesame Circles”.
(You will be making a bigger Greek Feast in Week 20 with some of the
remaining recipes.)
Week 19: Adventures in Ancient Greece
History & Geography
Story of the World
Day 1
Day 2
Day 5
Pages 3-5
Pages 6-7
Pages 8-9
Pottery
Activity
Make a Greek
Snack
Pages 40-46
Pages 47-49
Pages
160-161
Ancient Greeks
Timeline
Day 4
Chapter 25
of World History
Day 3
Page 40
Philip II,
Alexander the
Great
Alexander’s
Empire Divided
Classical Kids
Literature
Mini Greek Myths
Pages 21-27
A Family of Poems
“ Sea Fever”
pg. 100
Pages 28-33
Pages 34-40
“Scaffolding”
pg. 117
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 19: Days 91-95
Day 4
Day 5
Day 1 in Depth
o
Read Story of the World, chapter 25, “Alexander the Great”.
o
Use the Knowledge Quest map on page 40, “The Conquests of Alexander the Great” to follow
the exploits of Alexander. Compare to the map on page 160 of the History Encyclopedia, and
color in the territories conquered by Alexander the Great.
o
Place the following timeline figures on your timeline:
Philip II - 382-336 BC
Alexander the Great - 356-323 BC
o
Read Greek Myths, pages 21-27, The Many Tasks of Hercules: “The Man-Eating Lion”, “The
Nine-headed Hydra”, and “The Stag with Golden Antlers”
o
Read “Sea Fever” on page 100 of A Family of Poems.
Day 2 in Depth
o
Read Usborne Encyclopedia of World History, pages 160-161, (The Greeks) “Alexander the
Great”.
o
Place the “Alexander’s Empire Divided 323-319 BC” timeline figure on your timeline.
o
Optional website activity: Use the Quicklinks for page 161 to visit a site where you can see a
short movie about Alexander the Great.
o
Read Greek Myths, pages 28-33, (More adventures of Heracles) “The Huge Wild Boar”, “The
Augean Stables”, and “The Stymphalian Birds”.
Day 1 in Depth
o
Read Ancient Greeks, pages 3-5, “An Ancient Land” and “Life in Ancient Greece”.
o
Optional website activity: Use the Quicklinks #1 for Ancient Greeks to learn about Greek
pottery, and to paint your own Greek pot! Print it out for your notebook.
o
Read Greek Myths, pages 34-40, (More Heracles) “The Great Bull of Crete”, “The Man-Eating
Horses”, and “The Amazon Queen’s Belt”.
o
Read “Scaffolding” on page 117 of A Family of Poems.
Day 4 in Depth
o
Read Ancient Greeks, pages 6-7, “Clothes and fashion”.
o
Optional activity: Do the Pottery activity on pages 49-50 of Classical Kids, to make your own
real Greek pots. Be sure to take a photo for your notebook, when you’re done!
o
Read Greek Myths, pages 40-46, (Finishing Heracles) “The Cattle of Geryon”, “The Golden
Apples”, and “The Guard Dog of the Underworld”.
Day 5 in Depth
o
Read Ancient Greeks, pages 8-9, “What People Ate”.
o
Optional activity: Make a Greek Snack! Pick one or two recipes from Classical Kids, pages
21-31. We recommend “Sesame Circles” or Mini Pizzas”. Be sure to leave some recipes for
our feast night later next week!
o
Read Greek Myths, pages 47-49, “Echo and Narcissus”.
Materials Needed:
Secret of the Moving Coin - Day 1
o
Cake pan with straight-up sides
o
Coin
o
Pitcher of Water
Family Greek Feast - Day 2:
Pick out suitable recipes from pages 21-31 of Classical Kids, and make a list of
any needed ingredients.
Specific Gravity - Day 3
o
Postal Scale (or cooking scale)
o
4 quarters
o
5 chocolate kiss candies
o
Glass jar of water
o
Tape or a marker
Seed and Bean Mosaic Coaster - Day 5
o
Dried Beans and seeds such as navy beans, limas, sunflower seeds, kidney
beans, etc.
o
Jar lid
History & Geography
Ancient Greeks
Day 1
Day 2
Day 3
Day 4
Day 5
Pages 10-11
Pages 12-13
Pages 14-15
Pages 16-17
Pages 18-19
Story of the World
Chapter 23
Timeline
Classical Kids
Parthenon
Secret of the
Moving Coin
Greek Feast
Night
Specific
Gravity
Pages 50-53
Pages 54-58
Pages 59-65
Seed and
Bean Mosaic
Coaster
Literature
Mini Greek Myths
A Family of Poems
Review
Pages 66-72
Pages 73-76
Review
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 20: Days 96-100
Day 4
Day 5
Day 1 in Depth
o
Read Ancient Greeks, pages 10-11, “A Trip to the Market”.
o
Optional activity: Do the Secret of the Moving Coin activity on page 75 of Classical Kids.
o
Read Greek Myths, pages 50-53, “Daedalus and Iarus”.
o
Now that you have memorized several poems, we will begin breaking up poetry reviews into 2
days. Today you will review the poems you have read during the last 4 weeks. Then you and
your child can try reciting from memory: “Happiness” and “First Fig”.
Day 2 in Depth
o
Read Ancient Greeks, pages 12-13, “Feasts and Fun”.
o
Optional activity: Select recipes from pages 21-31 of Classical Kids, and prepare a Greek Feast
for the whole family tonight.
o
Read Greek Myths, pages 54-58, “Bellerophon and the Flying Horse”.
Day 3 in Depth
o
Read Ancient Greeks, pages 14-15, “Gods and Goddesses”.
o
Optional activity: Do the Specific Gravity activity on pages 76-77 of Classical Kids. This is one
of those activities that is as much fun for the adults as for the kids, so try to remember to let
the children participate, too!
o
Read Greek Myths, pages 59-65, “Jason and the Golden Fleece”, “The Argo Sets Sail”, and
“The Harpies”.
o
Conclude your poetry review by reciting “Second Fig”, “The Little Man Who Wasn’t There”, and
“I May, I Might, I Must”.
Day 4 in Depth
o
Read Story of the World, chapter 23, “Greek Gods”.
o
Read Ancient Greeks, pages 16-17, “Talking to the Gods”.
o
Help your child position the “Parthenon - 477-432 BC” figure on your timeline.
o
Optional website activity: Visit the Quicklinks for the History Encyclopedia, page 159, to get a
3-D image of the Parthenon, and to view a clip about its making.
o
Read Greek Myths, pages 66-72, “The Clashing Rocks”, “Fire Breathing Bulls and Dragons’
Teeth”, and “The Golden Fleece”.
Day 5 in Depth
o
Read Ancient Greeks, pages 18-19, “Heroes and Monsters”.
o
Optional activity: Complete the Seed and Bean Mosaic Coaster activity on page 48 of Classical
Kids.
o
Don’t forget to work on your Ancient Greece notebook pages! Include your child’s drawings,
narrations, copywork, and printouts of pictures from the Usborne websites.
o
Read Greek Myths, pages 73-76, “King Midas”.
Materials Needed:
Make a Globe - Days 2 ad 3
o
Round balloon
o
Marker
o
Newspaper
o
Paint: Blue, green, and brown
o
1 cup of flour
o
Paintbrush
o
2 cups water
o
Paper clip
o
Pie pan or shallow bowl
o
Thread
o
Spoon
o
Masking Tape
Night and Day - Day 4:
o
Globe (The handmade globe from this week works great!)
o
Flashlight
o
Orange
o
Skewer
Copies Needed:
o
Reproduce pages 61-65 of Classical Kids for the Platonic Bodies activity.
Week 21: Greek Odysseys
History & Geography
Ancient Greeks
Day 1
Day 2
Day 3
Day 4
Day 5
Pages 20-21
Pages 22-23
Pages 24-25
Pages 26-27
Pages 28-29
Hippocrates,
Aristotle
Timeline
Classical Kids
Make a Globe
Night and
Day
Platonic
Bodies
Pages 98-103
Pages
104-108
Literature
Mini Greek Myths
A Family of Poems
Pages 77-84
Pages 85-87
Pages 88-97
Memorization Week: “Who Has Seen the Wind”, page 75 of A Family of Poems
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 21: Days 101-105
Day 4
Day 5
Day 1 in Depth
o
Read Ancient Greeks, pages 20-21, “The Olympic Games”.
o
Optional website activity: Visit Quicklinks #4 to take a trip to the Olympic Games in Ancient
Greece. (Hint: The answer to the secret question is hidden in one of the pop-up text bubbles.)
o
Read Greek Myths, pages 77-84, (The Adventures of Perseus) “The Head of Medusa”,
“Andromeda”, and “The Prophecy”.
o
Read “Who Has Seen the Wind?” on page 75 of A Family of Poems. Repeat a couple of times,
in preparation for memorizing this week.
Day 2 in Depth
o
Read Ancient Greeks, pages 22-23, “Greek Plays”.
o
Optional activity: Begin the Make a Globe activity on pages 67-68 of Classical Kids. Allow the
globe to dry. You’ll finish it up tomorrow.
o
Read Greek Myths, pages 85-87, “The Chariot of the Sun”.
o
Continue reading “Who Has Seen the Wind?” on page 75 of A Family of Poems. Have the child
Day 3 in Depth
o
Read Ancient Greeks, pages 24-25, “Mighty Warriors”.
o
Optional activity: Finish the Make a Globe activity. You’ll use this globe in tomorrow’s activity,
as well.
o
Read Greek Myths, pages 88-97, “The Adventures of Odysseus”, “The Wooden Horse”, and
“Cyclops, the One-Eyed Giant”.
o
Keep practicing “Who Has Seen the Wind?” on page 75 of A Family of Poems.
Day 4 in Depth
o
Read Ancient Greeks, pages 26-27, “Into Battle”.
o
Optional activity: Complete the Night and Day activity on pages 69-70 of Classical Kids. You
can use you homemade globe to demonstrate how the earth’s rotation creates day and night!
o
Work some more on your Ancient Greece notebook pages. Be sure to take photos of your
completed projects to include in the notebook, as well as drawings and narrations that describe
the projects.
o
Read Greek Myths, pages 98-103, (More Odysseus) “A Bag of Winds”, “Circe’s Magic”, and
“The Sirens”.
o
Continue reading “Who Has Seen the Wind?” on page 75 of A Family of Poems. Have the child
practice reciting the poem on her own.
Day 5 in Depth
o
Read Ancient Greeks, pages 28-29, “Great Greeks”.
o
Hippocrates - 460-377 BC
Aristotle - 384-322 BC
o
Optional activity: Do the Platonic Bodies activity on pages 60-65 of Classical Kids.
o
Read Greek Myths, pages 104-108, (More Odysseus) “Scylia and Charybdis”, “The Sacred
Cattle”, “Storm and Shipwreck”, and “The Goddess Calypso”.
o
Continue reciting “Who Has Seen the Wind?” on page 75 of A Family of Poems. Give the child an
opportunity in the next day or two to recite the poem for friends or family. Don’t forget to video
these presentations, if you have access to a camcorder.
Materials Needed:
Clay Tablet - Day 1
o
1 roll refrigerated sugar cookie dough
o
Flour to dust on your work surface
o
Rolling pin
o
o
Cookie sheet
o
Craft stick, toothpick, paper clip, or small plastic abc letters (any or all of
these will be fine)
Spin Some Cotton - Day 2
o
3 cotton balls, or cotton from pill bottles
Paper Mosaic - Day 3
o
Assortment of colored paper
o
Black paper or poster board
o
Clear adhesive contact paper to laminate (optional)
Grecian Puppets - Day 4
o
Construction paper
o
Craft Sticks
Weave a Round Mat - Day 4
o
Cardboard circle from pizza or heavyweight paper plate
o
Ruler
o
Pencil
o
12 yards of yarn in several colors
o
Craft stick
Parthenon Shaped Book - Day 5
o
Make a Constellarium - Day 5
o
Cardboard tube (from roll of toilet paper or paper towels)
o
Black construction paper
o
Rubber band
o
Flashlight
Copies Needed
o
o
History Pockets: Reproduce pages 45, 47-51, and 53-54 for each child.
Visit http://www.astro.wisc.edu/~dolan/constellations/
constellationmonth_list.html to find what constellations can be viewed in the
current month. Select one and print out the chart of the constellation shape, to
be used in Day 5. Highly recommended: Orion and Ursa Major (You can do the
whole “bear” of Ursa Major, or just use the Big Dipper portion.)
Week 22: Greek Activities Galore!
History & Geography
Day 1
Day 2
Day 3
Day 4
Day 5
History Pockets
Info Booklet
Words to
Know
Postcard
Grecian
Puppets
Parthenon
Book
Classical Kids
Clay Tablet
Spin Some
Cotton
Paper Mosaic
Weave a
Round Mat
Make a
Constellarium
Pages
109-116
Pages
117-119
Pages
120-121
Pages
122-127
Literature
Mini Greek Myths
The Pudding
Like a Night on
the Sea
The Stories Julian Tells
A Family of Poems
“The Reason I
Like
Chocolate” pg.
17
“Sweet and
Low” pg. 128
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 22: Days 106-110
Day 4
Day 5
Day 1 in Depth
o
Use the directions on page 1 of History Pockets to assemble the Ancient Greece Pocket.
o
Assemble the Ancient Greece Information Booklet, and read through it together.
o
Optional activity: Do the Clay Tablet activity on pages 54-55 of Classical Kids. Yummy!
o
Read Greek Myths, pages 109-116, (Finishing Odysseus) “Home at Last” and “Test of
Strength”.
o
Read “The Reason I Like Chocolate” on page 17 of A Family of Poems.
Day 2 in Depth
o
Assemble the Words to Know page, following directions on page 10. Read through the
booklet again, focusing on the vocabulary words, and completing the page as you go.
o
Optional activity: Do the Spin Some Cotton activity on page 80 of Classical Kids.
o
Read Greek Myths, pages 117-119, “Theseus and the Minotaur”. Remind the child of the
island of Crete, where this legend takes place.
Day 3 in Depth
o
Complete the Postcard from Ancient Greece activity, following the directions on page 17 of
History Pockets.
o
Optional activity: Do the Paper Mosaic activity on pages 46-47 of Classical Kids. If you like,
you may laminate the mosaic and use it as a place mat.
o
Read Greek Myths, pages 120-121, “Pygmalion and His Wife”.
o
Read “Sweet and Low” on page 128 of A Family of Poems.
Day 4 in Depth
o
Follow the directions on page 44 of History Pockets to complete the Grecian Puppets activity.
o
Optional activity: Do the Weave a Round Mat activity on pages 84-85 of Classical Kids. Be sure
to read the sidebars that explain the story of Arachne, and other interesting tidbits.
o
Continue working on your Ancient Greece notebook pages. Add drawings, photos, or notes
about this week’s projects.
o
Read Greek Myths, pages 122-127, “Eros and Psyche”. Take a family photo with the
completed book! Have the child pick one or two favorite stories and draw their own
illustrations for a Greek Myths notebook page.
Day 5 in Depth
o
Follow the directions on page 52 of History Pockets to assemble the Parthenon Shape Book.
o
Optional activity: Do the Make a Constellarium activity on page 71 of Classical Kids. If you
haven’t already done so, visit http://www.astro.wisc.edu/~dolan/constellations/
constellationmonth_list.html to select a constellation for this activity. Ideally, you would pick a
constellation which can be viewed at this time of year. Your family could then try to find your
constellation in the night sky, as well!
o
Read The Stories Julian Tells, “The Pudding Like a Night on the Sea”.
On Day 1, you will make theater masks and put on a performance. You can choose to make the
History Pockets masks, the Classical Kids masks, or both.
History Pockets version:
o
2” strips of construction paper to make head straps
o
Stapler
o
Reproduce pages 56-57 of History Pockets
Classical Kids version:
o
Paper plate
o
Scraps of colored paper, yarn, cotton balls, pipe cleaners, etc.
o
Paint stirring stick (from the paint department of hardware store)
o
Hole punch (optional)
o
Yarn for head strap (optional)
Week 23: Greek Wrap-up and Into India
History & Geography
History Pockets &
Classical Kids
Day 1
Day 2
Day 3
Day 4
Day 5
Chapter 9
Chapter 30
Chapter 31
Theater
Masks
Story of the World
of World History
Review
Pages
118-119
Pages
174-175
Page 18
Page 42
Timeline Figures
Buddha
Asoka (Make
your own!)
My Very
Strange Teeth
Gloria Who
Might Be My
Best Friend
Literature
The Stories Julian Tells
Catalog Cats
A Family of Poems
“Song of the
Open Road”
pg. 118
Our Garden
Because of
Figs
“Ode to a Pair
of Socks” pg.
128
World Religions
Sacred Myths
Other Learning
Activities
“Shiva, Parvati,
and the
Elephant god
Ganesh”
“The Birth of
Krishna”
Day 1
Day 2
Day 3
Week 23: Days 111-115
Day 4
Day 5
Day 1 in Depth
o
Read the story of the boy who cried wolf on page 38 of Classical Kids.
o
Use the directions on page 55 of History Pockets and/or page 40 of Classical Kids to make
Theater Masks to go along with the story. Then, put on a performance of “The Boy Who Cried
Wolf”. (Videotape, if possible!)
o
Read The Stories Julian Tells “Catalog Cats”.
o
Read “Song of the Open Road” on page 118 of A Family of Poems.
Day 2 - Review Day
o
As we prepare to leave Ancient Greece, take this day to look back over notebook entries and
history pockets since the beginning of the year. Revisit interesting websites, if desired, and
catch up on notebook entries, if needed. These review days remind us of where we have
been, and keep us from loosing sight of the forest because of all the trees.
o
Read The Stories Julian Tells, “Our Garden”.
Day 3 in Depth
o
Read Story of the World, chapter 9, “The First Cities of India”.
o
Read Usborne Encyclopedia of World History, pages 118-119, (Indus Valley People) “Cities of
the Indus Valley”.
o
Use the Knowledge Quest map on page 18 for our discussions of Ancient India. Show the child
India on the globe, and compare it to the map. Have the child color the Indus River blue.
Circle Mohenjo-daro - We’ll be working with this civilization more tomorrow.
o
Optional website activity: Visit the Quicklinks for page 119 to participate in an interactive
search for the lost city of Mohenjo-daro. Learn all about the Indus civilization, and help put
together a newspaper about what you’ve learned. If your child doesn’t write independently,
yet, have her narrate a short passage to include in the newspaper. Print out a copy of the
completed project for your notebook.
o
Read The Stories Julian Tells, “Because of Figs”.
o
Read “The Birth of Krishna” in Sacred Myths.
o
Read “Ode to a Pair of Socks” on page 81 of A Family of Poems.
Day 4 in Depth
o
Read Story of the World, chapter 30, “The Aryans of India”.
o
Place the “Buddha - 563-483 BC” figure on your timeline.
o
Optional website activity: Visit Quicklinks for page 119 to see a photo slide show of the Indus
Valley. (There are MANY pictures here - You may want to navigate from the index and just look
at some of them.).
o
Read The Stories Julian Tells, “My Very Strange Teeth”.
Day 5 in Depth
o
Read Story of the World, chapter 31, “The Mauryan Empire of India”.
o
Read Usborne Encyclopedia of World History, pages 174-175, (India) “The Ideas of India”.
o
Use the Knowledge Quest map on page 42, “India’s Mauryan Empire” as you read this selection.
o
Make your own timeline figure for “Asoka, the Buddhist Emperor - 272-231 BC”
o
Read The Stories Julian Tells, “Gloria Who Might Be My Best Friend”. Take a photo, and have
your child draw a picture for a notebook entry about this book.
o
Read “Shiva, Parvati, and the Elephant God Ganesh” in Sacred Myths.
Week 24: More Hindu Stories, & A Tour of China
History & Geography
Day 4
Day 5
Pages
164-165
Pages
166-167
Pages
168-169
Page 26
Page 26
Page 44
Chinese Weave
Silk
Confucius,
Shang
dynasty, Chou
Dynasty
Chin dynasty
Great Wall of
China
Han Dynasty,
Magnetic
compass
Chinese Children’s
Stories
The FishBasket
Goddess
The Mouse
Bride
Dream of the
Butterfly
The Cowherd
and the
Spinning Girl
The Ghost
Catcher
A Family of Poems
Review
Story of the World
Day 1
Day 2
Chapter 10
of World History
Timeline
Day 3
Chapter 14
Literature
Review
World Religions
Sacred Myths
Other Learning
Activities
Rama, Sita,
and the Ten
Thousand
Monkeys
Day 1
“Devi and the
Buffalo
Demon”
“The Birth of
the Ganges”
Day 2
Day 3
Week 24: Days 116-120
Day 4
Day 5
Day 1 in Depth
o
Read Story of the World, chapter 10, “The Far East: Ancient China”.
o
Use the Knowledge Quest map on page 26 for your discussions of Ancient China. Compare it
with the globe, to show the child the part of the world we are studying now.
o
Place the “Chinese Start Weaving Silk - c 2690 BC” figure on your timeline.
o
Read Chinese Children’s Stories, “The Fish-Basket Goddess”.
o
Read “Rama, Sita, and the Ten Thousand Monkeys” in Sacred Myths.
o
Review the poems you’ve read during the last three weeks. Then, practice reciting “Happiness”
and “First Fig”.
Day 2 in Depth
o
Read Usborne Encyclopedia of World History, pages 164-165, (The Chinese) “The People of
Early China”. You can use your discretion about discussing the fact that people were sacrificed
to bury with the deceased kings. I skipped over that part for my first graders, but children are
all different - Do what makes you feel comfortable.
o
Use the Knowledge Quest map on page 26. Point out the Yellow River and the Yangtze River,
and have the child shade them blue. (Or yellow, I suppose, if she insists!)
o
Confucius - 551-479 BC
Shang Dynasty - 1500-1122 BC
Chou Dynasty - 1122-256 BC
o
Optional website activity: Visit http://www.ancientchina.co.uk/crafts/explore/exp_set.html to
explore various ancient Chinese workshops. Learn about working with Jade, ceramics, and
bronze.
o
Read Chinese Children’s Stories, “The Mouse Bride”.
o
Read “The Early Morning” on page 12 of A Family of Poems again. Have the child repeat the
lines after you a couple of times.
Day 3 in Depth
o
Read Story of the World, chapter 32, “China: Writing and the Qin”.
o
Place the following figure on your timeline:
Chin Dynasty - 221-207 BC
o
Read Chinese Children’s Stories, “Dream of the Butterfly”.
o
Read “The Birth of the Ganges” in Sacred Myths.
o
Continue reading “The Early Morning” on page 12 of A Family of Poems.
Day 4 in Depth
o
Read Usborne Encyclopedia of World History, pages 166-167, (The Chinese) “China’s First
Emperor”.
o
Use the Knowledge Quest map on page 44, “Qin Empire of China”. Have the child color along
the Great Wall.
o
Place the “Great Wall of China - 218-204 BC” figure on your timeline:
o
Optional website activity: Visit Quicklinks for page 167 to experience a panoramic tour of the
Great Wall.
o
Read Chinese Children’s Stories, “The Cowherd and the Spinning Girl”.
o
Practice reciting: “Second Fig”, “The Little Man Who Wasn’t There”, “I May, I Might, I Must”,
and “Who Has Seen the Wind”.
Day 5 in Depth
o
Read Usborne Encyclopedia of World History, pages 168-169, (The Chinese) “The Han
Dynasty”.
o
Han Dynasty - 206 BC-221 AD
Magnetic compass - c 270 AD
o
Optional website activity: Visit Quicklinks for page 169 to find a website where you can learn
more about the Han dynasty, tombs, and the Silk Road.
o
Read Chinese Children’s Stories, “The Ghost Catcher”.
o
Read “Devi and the Buffalo Demon” in Sacred Myths.
o
Continue practicing “The Early Morning” on page 12 of A Family of Poems. Give the child an
opportunity to recite the poem to friends or family, if possible.
He who never changes his mind never corrects his errors.
- Anonymous
Materials Needed:
Chinese Moon
o
o
o
o
o
o
Cakes - Day 1
1 roll refrigerated sugar cookie dough (or homemade)
Rolling pin
1 small jar of grape jam or bean paste
Cookie sheet
2” round cookie cutter (or 2” wide glass)
Print out directions and Moon Festival information at: http://
www.newton.mec.edu/Angier/DimSum/china__dim_sum__moon_festi.html
Stone Relief Project - Day 2
o
Shoe box lid
o
Clay (enough to fill the shoe box lid ½ full)
o
Plaster of paris
o
Plastic or wooden utensils for carving (knife, toothpick, etc)
Make Your Own Handmade Paper - Day 3 (This project is pretty elaborate, but fun!)
o
Scrap paper torn into 1”x1” pieces (paper towels, construction paper, tissue
paper, for example)
o
Disposable aluminum brownie pan
o
Wire mesh screen cut to fit inside the bottom of the pan.
o
2 ½ gallon or larger container that is larger than the pan
o
Dish towels
o
Blender
o
Sponge
o
Rolling pin
o
Pieces of colored paper, colored thread, or dried flowers or herbs (optional)
Chinese Puppets - Day 4
o
Construction paper
o
Craft Sticks
Lucky Red Envelopes - Day 4
o
Lucky Red Envelope story and template, printed from http://
www.newton.mec.edu/Angier/DimSum/china__dim_sum_red_envelop.html
o
Red construction paper
o
Markers
Chinese Feast Day - Day 5
o
Visit http://www.viewzone.com/china.cooking.html to pick out one or more
recipes for your Chinese themed feast. Make a list of any needed ingredients.
Dancing Dragon - Day 5
o
4”x18” red construction paper, plus scraps (can be pieced together, if needed)
o
2 craft sticks
Copies Needed
o
History Pockets: Reproduce pages 70, 72-76, and 78 for each child.
Week 25: Buddha Stories and Ancient China Activities
History & Geography
Day 1
The Story of the World
Chapter 33
History Pockets
Assorted Activities
Day 2
Day 3
Day 4
Day 5
Information
Booklet
Words to
Know
Postcard
Chinese
Puppets
Dancing
Dragon
Chinese
Moon Cakes
Stone Relief
Project
Make Your
Own Paper
Lucky Red
Envelopes
China Feast
Night
The Frog
Who Lived in
a Well
Chang-E Flies
to the Moon
The Wolf and
the Scholar
Playing the
Qin for the
Water Buffalo
Carp Jumping
Over the
Dragon Gate
Literature
Stories
A Family of Poems
Memorization Week: “The Early Morning” pg. 12
World Religions
Sacred Myths
Other Learning
Activities
Day 1
“The Birth of
the Buddha”
“The Buddha
and the Bodhi
Tree”
Day 2
Day 3
Week 25: Days 121-125
“The Mustard
Seed”
Day 4
Day 5
Day 1 in Depth
o
Read Story of the World, chapter 33, “Confucius”.
o
Use the directions on page 1 of History Pockets to assemble the Ancient China Pocket.
o
Assemble the Ancient China Information Booklet, and read through it together.
o
Optional activity: Visit http://www.newton.mec.edu/Angier/DimSum/
china__dim_sum__moon_festi.html and follow the directions to make Chinese Moon Cakes.
Read the accompanying story before making the treat. Enjoy!
o
Read Chinese Children’s Stories, “The Frog Who Lived in a Well”.
o
Read “The Early Morning” on page 12 of A Family of Poems. Repeat a couple of times, in
Day 2 in Depth
o
Assemble the Words to Know page, following directions on page 10. Read through the
booklet again, focusing on the vocabulary words, and completing the page as you go.
o
Optional activity: Follow the directions near the bottom of the page at http://
www.atozkidsstuff.com/china.html for a stone relief project. If you add any words, be sure to
do them backwards, so that they will turn out correctly on the relief. The child can try putting
paper over the dry relief to make a pencil or crayon rubbing.
o
Read Chinese Children’s Stories, “Chang-E Flies to the Moon”.
o
Read “The Birth of the Buddha” in Sacred Myths.
o
Read “The Early Morning” on page 12 of A Family of Poems again. Have the child repeat the
lines after you a couple of times.
Day 3 in Depth
o
Complete the Postcard from Ancient China activity, following the directions on page 17 of
History Pockets.
o
Optional activity: Visit http://www.wipapercouncil.org/makepaper.htm to get the directions for
making your own paper! It may not be exactly how the Chinese did it, but it’ll certainly give
your child a better appreciation for what would have been involved.
o
Read Chinese Children’s Stories, “The Wolf and the Scholar”.
o
Read “The Buddha and the Bodhi Tree” in Sacred Myths.
o
Continue reading “The Early Morning” on page 12 of A Family of Poems.
Day 4 in Depth
o
Follow the directions on page 44 of History Pockets to complete the Chinese Puppets activity.
o
Optional activity: Follow the directions at http://www.newton.mec.edu/angier/DimSum/
china_dim_sum_red_envelope.html to make Lucky Red Envelopes like those traditionally given
in Chinese families for the Chinese New Year. Be sure to read the accompanying explanation
of the tradition together before you start.
o
Continue working on your Ancient China notebook pages. Add drawings, photos, or notes
about the projects you have done.
o
Read Chinese Children’s Stories, “Playing the Qin for the Water Buffalo”.
Day 5 in Depth
o
Follow the directions on page 77 of History Pockets to assemble the Dancing Dragon.
o
Optional activity: Visit http://www.viewzone.com/china.cooking.html and select a recipe for a
China themed meal night! Prepare the meal together, and have fun celebrating! Take photos
and print out the recipes for your notebook.
o
Read Chinese Children’s Stories , “Carp Jumping Over the Dragon Gate”.
o
Read “The Mustard Seed” in Sacred Myths.
Materials Needed:
Chinese Lanterns - Day 1
o
2 9”x12” sheets of red construction paper
o
36” red yarn
o
Hole punch
Additional Chinese Lantern activity - Day 1 (optional)
o
12”x18” pieces of white paper or construction paper
o
Stapler
o
Crayons and/or Markers and/or Paints to decorate
Copies Needed:
o
Reproduce History Pockets pages 80 and 81 for each student.
Week 26: Finish China, Visit Japan, Africa & Americas
History & Geography
History Pockets
Day 1
Day 2
Day 3
Day 4
Day 5
Pages
170-171
Pages
172-173
Pages
176-177
Pages
178-179
Chinese
Lanterns
of World History
Story of the World
Chapter 11
Page 34
Timeline
Ethiopia
Wealthy
Chapter 26
Literature
Stories
How the Fox
Tricked the
Tiger
The Monkey
King Turns the
Heavenly
Palace Upside
Down
The Monkey
Wu Kong
Learns His
Lesson
Beezus and Ramona
A Family of Poems
Chapter 1
Chapter 2
Day 4
Day 5
“Snow in the
Suburbs” pg.
82
“In Just” pg.
64
World Religions
Sacred Myths
Other Learning
Activities
“The
Enchanted
Lake”
“The Golden
Elephant”
Day 1
Day 2
Day 3
Week 26: Days 126-130
Day 1 in Depth
o
Use the directions on page 79 of History Pockets to assemble the Chinese Lanterns.
o
Optional activity: Visit http://www.newton.mec.edu/Angier/DimSum/
china__dim_sum__spring_fes.html and follow the directions to make your own Chinese
Lanterns. Or, if you’re lanterned out, you can download templates to make your own Chinese
Paper-Cuts from this same web-page.
o
Read Chinese Children’s Stories, “How the Fox Tricked the Tiger”.
o
Read “The Enchanted Lake” in Sacred Myths.
o
Read “In Just” on page 64 of A Family of Poems.
Day 2 in Depth
o
Read Usborne Encyclopedia of World History, pages 170-171 (The Japanese) “The People of
Ancient Japan” and (The Arabs) “The Riches of Arabia”.
o
Optional website activity: Visit Quicklinks for page 171 to take a child-friendly online tour of
the magnificent lost city of Petra. (Where the third Indiana Jones movie was filmed)
o
Read Chinese Children’s Stories, “The Monkey King Turns the Heavenly Palace Upside Down”.
o
Read “The Golden Elephant” in Sacred Myths.
Day 3 in Depth
o
Read Story of the World, chapter 11, “Ancient Africa”.
o
Read Usborne Encyclopedia of World History, pages 172-173 (Africa) “Life in Ancient Africa”.
o
Using the Knowledge Quest map on page 34, “Ancient Africa”, circle Kush. Consult the map on
page 172 of the Encyclopedia to help you label the following on your map: The cities of napata
and Meroe, the area where the Nok of West Africa lived, and the kingdom of Axum (in
Ethiopia).
o
Place the “Ethiopia Wealthy - 100 AD” timeline figure on your timelilne.
o
Read Chinese Children’s Stories, “The Monkey Wu Kong Learns His Lesson”.
o
Read “Sweet and Low” on page 128 of A Family of Poems.
Day 4 in Depth
o
Read Usborne Encyclopedia of World History, pages 176-177 (North America) “The First North
Americans”.
o
Use the Quicklinks for page 177 to print out a map depicting the probable route of the first
North Americans. Compare with a globe, and have the child trace the same route on the globe
with her finger. Place the map in your notebook.
o
Optional website activity: Visit http://www2.sfu.ca/archaeology/museum/detectiv/intro.htm for
a fascinating and kid friendly (if a little low-budget) introduction to archeology. You will follow
a team of Canadian archeologists as they excavate a Native American site over a period of
several years. Children will learn what archeologists are looking for, and how these things help
them reconstruct what happened in the past. You will also learn a little about how the natives
lived. Go through all four years, and you will get an award page that you can print for your
notebook. There are also activity suggestions you may want to pursue, if you have a budding
archeologist on your hands. You may also print out pictures from the Quicklinks for page 177
to make a notebook page about ancient Americans.
o
Read Beezus and Ramona, chapter 1, “Beezus and Her Little Sister”.
Day 5 in Depth
o
Read Story of the World, chapter 26, “The People of the Americas”.
o
Read Usborne Encyclopedia of World History, pages 178-179 (South America) “The People of
Ancient Peru” and “The Olmecs”.
o
Use the Quicklinks for page 178-179 to print out a map of Peru and the Olmec lands. Compare
to a globe. Discuss how ancient peoples could have traveled down through North America to
get to South America. (Use this lesson as an opportunity to discuss the directions North and
South. To help the child remember which continent is which, it may help to mention that the
land mass closer to the North Pole is North America.)
o
Optional website activity: Visit Quicklinks for page 179 to see photos of a fascinating process
by National Geographic to map out an ancient ceremonial site at Chavin. The other Quicklinks
for this page are interesting, too. The ancient ball game page is especially well done, but the
sacrifice of the losing players may be a bit much for most younger students!
o
Read Beezus and Ramona, chapter 2, “Beezus and Her Imagination”.
Where there is so much to be done . . . there must be something for me to do.
- Dorothea Dix
Week 27: Leaving America & Into Ancient Europe
History & Geography
Day 1
Day 2
Day 3
Day 4
of World History
Pages
180-181
Pages
120-121
Pages
122-123
Pages
182-183
Timeline
Mayan Golden
Age
Day 5
Review
Stonehenge
Literature
Beezus and Ramona
Chapter 3
Chapter 4
Chapter 5
Chapter 6
The Tale of
Despereaux
A Family of Poems
Chapters 1,
2, & 3
“The Song of
the
Mischievous
Dog” pg. 41
“Goblin Feet”
pg. 115
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 27: Days 131-135
Day 4
Day 5
Day 1 in Depth
o
Read Usborne Encyclopedia of World History, pages 180-181 (Central America) “Ancient Cities
of the Americas”.
o
Print out the Map of Central America from the Quicklinks for page 181. Compare to the one
you printed out yesterday, and use this opportunity to explain how different civilizations occupy
the same land areas at different points in time. In this case, the Olmecs disappeared as the
Maya began building up their civilization.
o
Place the “Mayan Golden Age - 300-600 AD” timeline figure on your timeline.
o
Optional website activities: Visit http://michielb.nl/maya/math.html for an introduction to
Mayan mathematics. Print out the key, and help you child figure out how to convert numbers
under 20 into Mayan. Keep the key and your work for your notebook. You can also use the
Quicklinks for page 181 to explore a website for kids about Mayan people, places, and beliefs.
Includes games and a clip-art section that might be useful for creating your meso-american
notebook page.
o
Read Beezus and Ramona, chapter 3, “Ramona and Ribsy”.
o
Read “The Song of the Mischievous Dog” on page 41 of A Family of Poems.
Day 2 in Depth
o
Read Usborne Encyclopedia of World History, pages 120-121 (Europe) “Europe’s First Villages”.
o
Use the Quicklinks for page 120 to print out a Map of Europe. See if you can identify where
Greece will be, in the lower right side of the map.
o
Optional website activities: Visit the Quicklinks for page 121 to take a video tour of the ruins at
Skara Brae. (This is a good time to discuss that people speaking English in different parts of
the world have different accents, as the guides on the tour have quite nice Scottish accents.)
o
Read Beezus and Ramona, chapter 4, “Ramona and the Apples”.
Day 3 in Depth
o
Read Usborne Encyclopedia of World History, pages 122-123 (Northern Europe) “The
Monument Builders”.
o
Using the map you printed out yesterday, mark where Stonehenge would be. Refer to the map
on page 122 for guidance in placement.
o
Place the “Stonehenge - 2700 BC” timeline figure on your timeline.
o
Optional website activity: Visit Quicklinks for page 123 to explore the Stonehenge World
Heritage Site. Includes 360 degree panoramic views, and more about the site’s history. Be
sure to print out some pictures for a page on Ancient Europe.
o
Read Beezus and Ramona, chapter 5, “A Party at the Quimby’s”.
o
Read “Goblin Feet” on page 115 of A Family of Poems”.
Day 4 in Depth
o
Read Usborne Encyclopedia of World History, pages 182-183 (The Celts) “The Celtic Tribes”.
o
Use the Quicklinks for page 182 to print out a Map of the Celtic World. To help orient
yourselves, see if you and your child can figure out where Greece and Crete are on this map.
Use the Knowledge Quest map of Classical Greece (page 30) if you need help. Then discuss
the areas where the Celts originated and eventually spread.
o
Optional website activity: Visit Quicklinks for page 183 to dig up artifacts from an old bog.
This very well-done and entertaining site integrates stories and activities to learn about the
Iron Age Celts. You can also print out a story for your notebook.
o
Read Beezus and Ramona, chapter 6, “Beezus’s Birthday”. Take a photo with the completed
book, and make a Beezus and Ramona notebook page.
Day 5 - Review Day
o
Spend some time today going through your notebook pages and history pockets from the
beginning. You don’t have to discuss every single page, map, etc. Just remind yourselves of
the topics studied so far. Discuss favorite pages/activities, and maybe revisit a favorite
website. Have fun with it!
o
Read The Tale of Despereaux, chapter 1, “the last one”, chapter 2, “such a disappointment”,
and chapter 3, “once upon a time”.
Love many things, for therein lies the true strength, and
whosoever loves much performs much, and can accomplish
much, and what is done in love is done well.
- Vincent Van Gogh
Week 28: The Rise of Rome
History & Geography
Story of the World
Day 1
Day 2
Day 3
Chapter 27
Chapter 28
Chapter 29
of World History
Day 4
Day 5
Pages
184-185
Pages
186-187
Page 48
Timeline
Punic War,
Hannibal
Julius Caesar,
Octavian
Chapters
10, 11, & 12
Chapters
13, 14, & 15
Literature
The Tale of
Despereaux
A Family of Poems
Chapters
4, 5, & 6
Chapters
7, 8 & 9
Review
Chapters
16, 17, & 18
Review
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 28: Days 136-140
Day 4
Day 5
Day 1 in Depth
o
Read Story of the World, chapter 27, “The Rise of Rome”.
o
Use the Knowledge Quest map on page 46, “The Republic of Rome”. Note the distinctive
boot-like shape of the peninsula where Rome was founded. Work with your child to locate this
same area on the globe, and compare it to where Greece is located.
o
Read The Tale of Despereaux, chapter 4, “enter the Pea”, chapter 5, “what Furlough saw”,
and chapter six, “this drum”.
o
Review the poems you have read in the last four weeks. Then, practice reciting the following
memorized poems: “Happiness” and “First Fig”.
Day 2 in Depth
o
Read Story of the World, chapter 28, “The Roman Empire”.
o
Optional website activity: Visit http://www.pbs.org/wgbh/nova/lostempires/roman/
aqueduct.html to play an online challenge: Build an aqueduct!
o
Read The Tale of Despereaux, chapter 7, “a mouse in love”, chapter 8, “to the rats”, and
chapter 9, “the right question”.
Day 3 in Depth
o
Read Story of the World, chapter 29, “Rome’s War With Carthage”.
o
Use the Knowledge Quest map on page 48, “Rome v. Carthage: The Punic Wars” to find the
location of Rome. Circle the city of Rome in red. Compare with a globe, and locate Rome on
both. Can you label Greece? How about Crete, right on the edge of the map? Find and circle
Carthage. Draw Hannibal’s route, starting in Spain, traveling through Gaul, over the Alps, and
up to Rome with his elephants. You can then discuss how he had to leave and go back to
Carthage.
o
Position the following figures on your timeline:
Punic War - 264-146 BC
Hannibal - 247-183 BC
o
Read The Tale of Despereaux, chapter 10, “good reasons”, chapter 11, “the threadmaster
cometh”, and chapter 12, “adieu”.
o
Practice reciting the remaining memorized poems: “Second Fig”, “The Little Man Who Wasn’t
There”, “I May, I Might, I Must”, “Who Has Seen the Wind” and “The Early Morning”.
Day 4 in Depth
o
Read Usborne Encyclopedia of World History, pages 184-185 (The Romans) “The Rise of
Rome”.
o
Julius Caesar - 100-44 BC
Octavian - 63-14 BC
o
Begin working on your Ancient Rome notebook pages.
o
Read The Tale of Despereaux, chapter 13, “perfidy unlimited”, chapter 14, “darkness”, and
chapter 15, “light”.
Day 5 in Depth
o
Read Usborne Encyclopedia of World History, pages 186-187, (The Romans) “The Roman
Army”.
o
Optional website activity: Visit Quicklinks for page 187 to watch video clips of Roman soldier
reenactments.
o
Read The Tale of Despereaux, chapter 16, “blinded by the light”, chapter 17, “small comforts”,
and chapter 18, “confessions”.
Week 29: Life in Rome
History & Geography
Day 1
Day 2
Day 3
of World History
Story of the World
Chapter 34
Chapter 35
Day 4
Day 5
Pages
188-189
Pages
190-191
Chapter 36
Page 52
Timeline
Cleopatra
Julian
Calendar, The
Roman Empire
Chapters
22, 23, &24
Chapters
25, 26, & 27
Literature
The Tale of
Despereaux
Chapters
19, 20, & 21
A Family of Poems
Chapters
28, 29, & 30
Chapters
31, 32, & 33
Memorization Week: “The Little Turtle”, pg. 48
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 29: Days 141-145
Day 4
Day 5
Day 1 in Depth
o
Read Story of the World, chapter 34, “The Rise of Julius Caesar”.
o
Optional website activity: Visit Quicklinks for page 189 of the History Encyclopedia to take a
tour of a Roman bath.
o
Read The Tale of Despereaux, chapter 19, “light, light everywhere”, chapter 20, “a view from
a chandelier”, and chapter 21, “the queen’s last words”.
o
Read “The Little Turtle” on page 48 of A Family of Poems. Repeat a couple of times, in
preparation for memorization this week.
Day 2 in Depth
o
Read Story of the World, chapter 35, “Caesar the Hero”.
o
Position the “Cleopatra - 69-30 BC” figure on your timeline.
o
Read The Tale of Despereaux, chapter 22, “he puts his heart together again”, chapter 23,
“consequences”, and chapter 24, “a handful of cigarettes, a red tablecloth, and a hen”.
o
Continue reading “The Little Turtle” on page 48 of A Family of Poems.
Day 3 in Depth
o
Read Story of the World, chapter 36, “The First Roman Prince”.
o
Julian Calendar - c. 45 BC
The Roman Empire - 31 BC-476 AD (Be sure to use a marker to draw lines
showing the extent of the time frame of the Roman Empire.)
o
Read The Tale of Despereaux, chapter 25, “a vicious circle”, chapter 26, “royalty”, and chapter
27, “a wish”.
o
Continue practicing “The Little Turtle” on page 48 of A Family of Poems.
Day 4 in Depth
o
Read Usborne Encyclopedia of World History, pages 188-189, (The Romans) “Life in a Roman
Town”.
o
Use the Knowledge Quest map on page 52, “The Roman Empire” to locate the city of Pompeii.
You could draw a small volcano next to it, to remember what hapened there.
o
Optional website activity: Visit Quicklinks for page 189 to tour ancient Pompeii. Click on
“Virtual Tour”. (Note: You may want to be aware that another page on this website, the
“People” page, gives examples of Roman graffiti and includes an expletive. You may want to
stick with the virtual tour portion of this website!)
o
Read The Tale of Despereaux, chapter 28, “to the castle”, chapter 29, “start with the cursy and
finish with the thread”, and chapter 30, “to the dungeon”.
o
Continue practicing “The Little Turtle” on page 48 of A Family of Poems. Have the child recite
as much as possible on his own.
Day 5 in Depth
o
Read Usborne Encyclopedia of World History, pages 190-191 (The Romans) “Fun and Games”.
o
Continue working on your Ancient Rome notebook pages.
o
Read The Tale of Despereaux, chapter 31, “a song in the dark”, chapter 32, “beware of the
rats”, and chapter 33, “a rat who knows her name”.
o
Continue practicing “The Little Turtle” on page 48 of A Family of Poems. Give the child the
opportunity to recite the poem for friends or family.
Those who cannot remember the past are condemned to
repeat it."
- George Santanyana
(From "Life of Reason" (1905))
Week 30: Beginning Christianity, and The Fall of Rome
History & Geography
Day 1
of World History
Pages
192-193
Story of the World
Day 2
Chapter 37
Day 3
Day 4
Pages
194-195
Chapters 38
& 39
Chapters 40
& 41
Chapter 42
Who Were the
Romans?
Pages 2-3
Page 54
Birth of Jesus,
The First
Persecution,
Nero, Rome
destroyed by
Fire
Constantine
Roman Empire
Divided, Last
Roman
Emperor
Dethroned
The Tale of
Despereaux
Chapters
34, 35, &36
Chapters
37, 38, & 39
Chapters
40, 41, &42
A Family of Poems
“Epigram:
Engraved on
the Collar of a
Dog” pg. 40
Timeline
Day 5
Literature
Chapters
43, 44, & 45
Chapters
46, 47, & 48
Day 4
Day 5
“The Mock
Turtle’s Song”
pg. 96
World Religions
Sacred Myths
Other Learning
Activities
“The Birth of
Jesus”
Day 1
Day 2
Day 3
Week 30: Days 146-150
Day 1 in Depth
o
Read Story of the World, chapter 37, “The Beginning of Christianity”.
o
Read Usborne Encyclopedia of World History, pages 192-193, (The Early Christians) “The
Spread of Christianity”.
o
Birth of Jesus - 4 AD
The First Persecution - 54-68
Nero - 37-68
Rome Destroyed by Fire - 64
o
Read The Tale of Despereaux, chapter 34, “kill ‘em, even if they’s already dead”, chapter 35,
“the knight in shining armor”, and chapter 36, “what Mig carried”.
o
Read “Epigram: Engraved on the Collar of a Dog” on page 40 of A Family of Poems.
o
Read “The Birth of Jesus” in Sacred Myths.
Day 2 in Depth
o
Read Story of the World, chapters 38 and 39, “The End of the Ancient Jewish Nation” and
“Rome and the Christians”.
o
Position the “Constantine - 280-337” figure on your timeline.
o
Continue working on your Ancient Rome notebook pages. Access Quicklinks for pages 192-193
for Christianity related images to print out and add.
o
Read The Tale of Despereaux, chapter 37, “a small taste”, chapter 38, “to the dungeon”, and
chapter 39, “missing”.
A foolish consistency is the hobgoblin of little minds, adored
by little statesmen and philosophers and divines.
- Ralph Waldo Emerson
Day 3 in Depth
o
Read Story of the World, chapters 40 and 41, “Rome Begins to Weaken” and “The Attacking
Barbarians”.
o
You can follow along with the Knowledge Quest map on page 54, “Barbarians Invade the
Roman Empire”. Have the child point out where Rome would be on the map. If unsure, you
can refer back to a previously used map and compare.
o
Roman Empire Divided - 395
Last Roman Emperor Dethroned - 476
o
Read The Tale of Despereaux, chapter 40, “forgiveness”, chapter 41, “the tears of a king”, and
chapter 42, “the rest of the thread”.
o
Read “The Mock Turtle’s Song” on page 96 of A Family of Poems.
Day 4 in Depth
o
Read Usborne Encyclopedia of World History, pages 194-195, (Romans and Barbarians) “The
Fall of Rome”.
o
Read Story of the World, chapter 42, “The End of Rome”.
o
Optional website activity: You can visit the Quicklinks for page 195 to find a clickable map of
the barbarian invasion.
o
Read The Tale of Despereaux, chapter 43, “what Cook was stirring”, chapter 44, “whose ears
are those?”, and chapter 45, “some soup”.
Day 5 in Depth
o
Read Who Were the Romans?, pages 2-3, “Who were the Romans?”.
o
Optional website activity: You can visit Quicklinks for page 3 to visit a website where you can
learn some strange and interesting facts about the Romans. Click on “Quick Facts” at the left
of the screen.
o
Read The Tale of Despereaux, chapter 46, “mouse blood, yes”, chapter 47, “no choice”, and
chapter 48, “on the tail of a rat”.
See Next Page for Preparation Tips for Week 31’s Activities!
Materials Needed:
Make Sandals - Day 1
o
Paper bag
o
1 Chamois (from auto supply store) or 2 9”x12” pieces of felt
Roman Merchant Ship Model - Day 2
o
Construction Paper
o
5 drinking straws per boat
Make Coins - Day 3
o
Synthetic clay like Sculpey or Fimo
o
o
Toothpick or paper clip
Crayon Engraving - Day 4
o
Newspaper
o
Construction Paper
o
Crayons
o
1 Tablespoon liquid dish soap
o
1 pint black tempera paint
o
Paintbrush
o
Nail or opened paper clip
Disappearing Eggshell - Day 5
o
Shell from 1 egg (empty)
o
Drinking glass or a jar
o
1 cup vinegar
Copies Needed:
o
Reproduce pages 157-159 of Classical Kids for the Merchant
Ship Model.
Week 31: Roman Activity Days
History & Geography
Who Were the
Romans?
Classical Kids
Day 1
Day 2
Day 3
Day 4
Day 5
Pages 4-5
Pages 6-8
Pages 9-11
Pages 12-13
Pages 14-15
Make Sandals
Roman
Merchant
Ship Model
Make Coins
Crayon
Engraving
Disappearing
Eggshell
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Day 4
Day 5
Literature
The Tale of
Despereaux
Chapters
49, 50, 51, &
52
Miranda the Great
A Family of Poems
“Dream
Variations” pg.
133
“The Frog” pg.
47
World Religions
Sacred Myths
Other Learning
Activities
“The Good
Samaritan”
Day 1
Day 2
Day 3
Week 31: Days 151-155
Day 1 in Depth
o
Read Who Were the Romans?, pages 4-5, “What did they look like?”.
o
Optional activity: Complete the Make Sandals activity on page 108 of Classical Kids.
o
Read The Tale of Despereaux, chapter 49, “what do you want, Miggery Sow?”, chapter 50, “in
which the princess says his name”, chapter 51, “what is that smell?”, and chapter 52, “happily
ever after”. Finished! Take a photo of the child with the book, and have fun making a
notebook page about Despereaux.
o
Read “Dream Variations” on page 133 of A Family of Poems.
o
Read “The Good Samaritan” in Sacred Myths.
Day 2 in Depth
o
Read Who Were the Romans?, pages 6-8, “What were their houses like?”.
o
Optional activity: Complete the Roman Merchant Ship Model activity on pages 157-159 of
Classical Kids.
o
Read Miranda the Great, chapter 1, “Miranda”.
Day 3 in Depth
o
Read Who Were the Romans?, pages 9-11, “Where did they go shopping?”.
o
Optional activity: Learn about a hoard of Roman coins that was discovered in London at http:/
/www.museumoflondon.org.uk/archive/exhibits/coins/index.htm (The Quicklinks link for it is
broken, so I’ve included the correct address here.) Then complete the Make Coins activity on
page 140 of Classical Kids to make your own coins!
o
Read Miranda the Great, chapter 2, “Flight”
o
Read “The Frog” on page 47 of A Family of Poems.
Day 4 in Depth
o
Read Who Were the Romans?, pages 12-13, “Did Roman children go to school?”.
o
Optional activity: Complete the Crayon Engraving activity on pages 166-167 of Classical Kids.
o
Continue working on notebook pages. Be sure to take photos of completed projects to include,
and/or have the child make drawings and narrations about them.
o
Read Miranda the Great, chapter 3, “Two Brave Cats”.
Day 5 in Depth
o
Read Who Were the Romans?, pages 14-15, “What did they do if they were ill?”.
o
Optional activity: Complete the Disappearing Eggshell activity on pages 112 of Classical Kids.
o
Read Miranda the Great, chapter 4, “Rescuing the Kittens”.
Materials Needed:
Feast Night - Day 2
o
Look at pages 115-126 in Classical Kids for recipes. You can find more recipes
at http://www.romans-inbritain.org.uk/arl_roman_recipes_upper_classes.htm
and http://www.pbs.org/wgbh/nova/lostempires/roman/recipes.html. Select the
ones you want, and make a list of any needed ingredients.
Bath Oil - Day 3
o
2 Tablespoons safflower oil
o
1 Tablespoon glycerin (sold in drugstores)
o
Baby food jar or small jar with lid
Weave a Mini-Basket - Day 4
o
Paper cup
o
Yarn, one color or several
Or, if feeling more ambitious, try the Maximus Basket on Day 4, instead
o
Newspaper
o
Stapler
o
1 9” pie plate or dinner plate
o
Cardboard (about 2 square feet or so)
o
Spray paint
History & Geography
Who Were the
Romans?
Day 1
Day 2
Day 3
Day 4
Day 5
Pages 16-17
Pages 18-19
Pages 20-21
Pages 22-23
Pages 24-25
Roman Feast
Night
Bath Oil
Weave a
Mini-Basket
Classical Kids
Internet
Paper Craft
Model
Colosseum
Colosseum
Virtual Tour
Literature
Miranda the Great
Chapter 5
A Family of Poems
Review
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Day 4
Day 5
Review
World Religions
Sacred Myths
Other Learning
Activities
“Loaves and
Fishes”
Day 1
Day 2
Day 3
Week 32: Days 156-160
Day 1 in Depth
o
Read Who Were the Romans?, pages 16-17, “What did Romans do for fun?”.
o
Optional activity: Visit Quicklinks for page 17 to learn more about gladiators and take a virtual
tour of the Colosseum.
o
Read Miranda the Great, chapter 5, “The Lion”.
o
Review the five poems you’ve read over the last three weeks. Then practice reciting the
following: “Happiness”, “First Fig”, and “Second Fig”.
o
Read “Loaves and Fishes” in Sacred Myths.
Day 2 in Depth
o
Read Who Were the Romans?, pages 18-19, “What did Romans do for fun?”, part two.
o
Optional activity: Look at the recipes on pages 115-126 of Classical Kids. You can find more
recipes at http://www.romans-in-britain.org.uk/arl_roman_recipes_upper_classes.htm and
http://pbs.org/wgbh/nova/lostempires/roman/recipes.html - Select the ones you want, and
prepare a fabulous Roman feast. Be sure to take pictures and put the recipes in your
notebook!
o
Read Miranda the Great, chapter 6, “A Drop of Lion’s Milk”.
Day 3 in Depth
o
Read Who Were the Romans?, pages 20-21, “Did they have swimming pools?”.
o
Optional activity: Complete the Bath Oil activity on page 140 of Classical Kids to make your
own coins!
o
Read Miranda the Great, chapter 7, “Food for All”
o
Practice reciting the following: “The Little Man Who Wasn’t There”, “I May, I Might, I Must”,
“Who Has Seen the Wind?”, “The Early Morning”, and “The Little Turtle”.
Day 4 in Depth
o
Read Who Were the Romans?, pages 22-23, “Did the Romans keep animals?”.
o
Optional activity: Complete the Weave a Mini-Basket activity on page 160 of Classical Kids. If
you are feeling ambitious, you can do the Maximus Basket on pages 161-162, instead.
o
Continue working on notebook pages. Be sure to take photos of completed projects to include,
and/or have the child make drawings and narrations about them.
o
Read Miranda the Great, chapter 8, “Zag and Miranda”.
Day 5 in Depth
o
Read Who Were the Romans?, pages 24-25, “Did the Romans believe in God?”.
o
Optional activity: Visit http://cp.c-ij.com/english/3D-papercraft/building/colosseum_e.html to
print out and construct a Paper Craft model of the Roman Colosseum.
o
Read Miranda the Great, chapter 9, “Reunion”.
See Next Page for Preparation Tips for Week 33’s Activities!
There is no way to peace; peace is the way.
- Maurice Schwartz
Materials Needed:
Make a Catapult - Day 2
o
Empty milk carton or shoebox
o
Plastic spoon
o
Masking tape
o
Marshmallows
It’s All Downhill--Build an Aqueduct - Day 3
o
Long cardboard tubes (from rolls of wrapping paper)
o
Aluminum foil
o
Masking tape
o
Empty boxes in various sizes, such as a gelatin box, a cake mix box, and a
cereal box.
Make a Standard- Day 5
o
Small paper plates
o
Aluminum Foil
o
Construction paper
o
Long cardboard tube (from a roll of wrapping paper)
o
Glue gun
o
Ribbon or strips of cloth
o
Yarn
Copies Needed:
o
Reproduce pages 59 and 61-63 of History Pockets.
How far you go in life depends on your being tender with the
young, compassionate with the aged, sympathetic with the
striving and tolerant of the weak and strong. Because someday
in life you will have been all of these.
- George Washington Carver
History & Geography
Who Were the
Romans?
Day 1
Day 2
Day 3
Pages 26-27
Pages 28-29
Pages 30-31
Make a
Catapult
Build an
Aqueduct
Classical Kids
Day 4
Day 5
Make a
Standard
Information
Booklet
History Pockets
Literature
Miranda the Great
Chapter 10
Understood Betsy
Chapter 1
A Family of Poems
Chapter 1,
continued
Chapter 2
Chapter 2,
continued
Memorization Week: “Hurt No Living Thing” pg. 50
World Religions
Sacred Myths
Other Learning
Activities
“Mary, Martha,
and Lazarus”
Day 1
Day 2
Day 3
Week 33: Days 161-165
Day 4
Day 5
Day 1 in Depth
o
Read Who Were the Romans?, pages 26-27, “Did the Romans believe in God?” part two.
o
Continue to work on your Roman notebook pages. These will be great momentos of your
learning adventures this year!
o
Read Miranda the Great, chapter 10, “Miranda the Great - Queen of the Colosseum”. Take a
photo of the child with the completed book, and make a nice notebook page about Miranda.
o
Read “Hurt No Living Thing” on page 50 of A Family of Poems. Repeat a couple of times, in
o
Read “Mary, Martha, and Lazarus” in Sacred Myths.
Day 2 in Depth
o
Read Who Were the Romans?, pages 28-29, “What was the Roman army like?”, part two.
o
Optional activity: Complete the Make a Catapult activity on page 132 of Classical Kids.
o
Read Understood Betsy, chapter 1, “Aunt Harriet Has a Cough” pages 1-11. Stop after the row
of stars at the bottom of page 11.
o
Continue reading “Hurt No Living Thing” on page 50 of A Family of Poems.
Day 3 in Depth
o
Read Who Were the Romans?, pages 30-31, “Did the Romans only build buildings?”.
o
Optional activity: Complete the “It’s All Downhill -- Build an Aqueduct” activity on pages 155156 of Classical Kids. Definitely take a photo of this one! I doubt your children will ever forget
what an aqueduct is after this!
o
Read Understood Betsy, chapter 1, continued, pages 12-16.
o
Continue reading “Hurt No Living Thing” on page 50 of A Family of Poems. Have the child
Day 4 in Depth
o
Make up day! Spend the day doing an activity that you’ve been meaning to get to and haven’t.
Or, if there are activities your child would like that we don’t have scheduled, do them today!
Also catch up on the notebooking pages you’ve been meaning to get around to.
o
Read Understood Betsy, chapter 2, “Betsy Holds the Reins”, pages 17-23. Stop after, “And that
was the arrival of Elizabeth Ann at Putney Farm.” on page 23.
o
Continue practicing “Hurt No Living Thing” on page 50 of A Family of Poems.
Day 5 in Depth
o
Follow the instructions on page 1 of History Pockets to make the Ancient Rome pocket.
o
Assemble the History Pockets Ancient Rome Information Booklet. Read through the
booklet with your child.
o
Optional activity: Complete the Make a Standard activity on pages 128-129 of Classical Kids.
o
Read Understood Betsy, chapter 2, pages 23-31.
Materials Needed:
Make a Slingshot - Day 1
o
Newspaper
o
Y-Shaped tree branch
o
Thick rubber band
Roman Puppets - Day 3
o
Construction paper
o
Craft Sticks
Laurel-Wreath Crown - Day 4
o
9” white paper plate
o
green construction paper, scraps of various shades
o
8” narrow red ribbon
Triumphal Arch - Day 5
o
9”x12” construction paper
Copies Needed:
o
Reproduce pages 64-65 and 68 of History Pockets.
History & Geography
Day 1
Day 2
Day 3
Day 4
Day 5
History Pockets
Words to
Know
Roman
Postcard
Roman
Puppets
LaurelWreath
Crown
Triumphal
Arch
Classical Kids
Slingshot
Ciphers
Give a
Reading
Roman
Games
Volcano Alert
Understood Betsy
Chapter 3
Chapter 3,
continued
Chapter 4
Chapter 5
Chapter 5
continued
A Family of Poems
“The Daffodils”
pg. 69
Day 4
Day 5
Literature
“Maggie and
Milly and Molly
and May”
pg. 93
World Religions
“The
Resurrection”
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 34: Days 166-170
Day 1 in Depth
o
Follow the instructions on page 10 of History Pockets to complete assembly of the Ancient
Roman Words to Know page. Re-read the Information Booklet, discussing the vocabulary
as you go.
o
Optional activity: Complete the Slingshot activity on page 133 of Classical Kids.
o
Read Understood Betsy, chapter 3, “A Short Morning”, pages 33-40. Stop after the second full
paragraph on page 40.
o
Read “The Daffodils” on page 69 of A Family of Poems.
Day 2 in Depth
o
Follow the instructions on page 17 of History Pockets to complete the Postcard from
Ancient Greece.
o
Optional activity: Play around with the ciphers on pages 136-137 of Classical Kids. Help the
child write his or her name in code. Have a friend or relative decode it. If your child is
interested, encode a simple sentence that the child can read, and help him decode it. It would
be especially fun if the sentence led the child to a treat, like snack time!
o
o
Read “The Resurrection” in Sacred Myths.
Day 3 in Depth
o
Follow the directions on page 58 of History Pockets to do the Roman Puppets activity.
o
Optional activity: Try the Give a Reading activity on page 175 of Classical Kids. Read the
description of writers during Roman times, and then let the child select something she has
written to read to one or more friends or relatives. Or, the child may want to compose
something especially for the occasion.
o
Read Understood Betsy, chapter 4, “Betsy Goes to School”.
o
Read “Maggie and Milly and Molly and May” on page 93 of A Family of Poems.
Day 4 in Depth
o Follow the directions on page 66 of History Pockets to complete the Laurel-Wreath Crown
activity.
o
Optional activity: Play the game Micatio on page 169 of Classical Kids, and Odd or Even on
page 170.
o
Read Understood Betsy, chapter 5, “What Grade is Betsy?”, pages 57-69.
Day 5 in Depth
o
Follow the instructions on page 67 of History Pockets to make the Triumphal Arch.
o
Optional activity: Complete the Volcano Alert activity on pages 177-179 of Classical Kids.
o
Finish up your Ancient Rome notebook pages. Take any needed project photos, and print out
any Encyclopedia pictures you still need. You should have plenty of material to make some
great memories of Rome!
o
Read Understood Betsy, chapter 6, “If You Don’t Like Conversation in a Book Skip This
Chapter” pages 71-79. Stop after the break between paragraphs on page 79.
Materials Needed:
Patolli Game Download - Day 2
o
Visit http://www.xmission.com/~psneeley/Shareware/aztecpat.htm to
download a Visual Basic shareware version of the Aztec game Patolli.
o
To run a Visual Basic program on your computer, you must also click on the
link to download the file vbrun300.dll, and copy this one to your /windows/
system folder.
Aztec Feast - Day 3
o
Visit http://www.blueroadrunner.com/food.htm for some Ancient Aztec
recipes. (Be sure to try the hot chocolate!)
o
Using those, or other Mexican recipes, make a list of any needed
ingredients.
Aztec Puppets - Day 5
o
Construction paper
o
Craft sticks
Copies Needed:
o
Reproduce pages 83, and 85-89 of History Pockets.
Week 35: The Aztecs
History & Geography
Day 1
Encyclopedia of World
History (See notes for
milder approach with
younger students!)
Pages
278-279
Day 2
Day 3
Day 4
Day 5
History Pockets
Info Booklet
Words to
Know
Postcard
Puppets
Miscellaneous Activities
Patolli Game
Aztec Feast
“Legend of
Tenoctitlan”
Mexican Flag
Chapter 6
continued
Chapter 7
Chapter 7
continued
Chapter 8
beginning
Literature
Understood Betsy
Chapter 6
A Family of Poems
“The Road Not
Taken” pg. 22
“The Moon”
pg. 134
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 35: Days 171-175
Day 4
Day 5
Week 35: The Aztecs
Day 1 in Depth
o
Choose one of the following options:
If you have an older student who will not be bothered by graphic discussion of the
Aztec’s practice of human sacrifice, read pages 278-279 in Usborne Encyclopedia of World
History, (The Aztecs) “The Aztec Empire”.
If you have a younger student, or one who would be bothered by such topics, you can
visit http://www.elbalero.gob.mx/kids/history/html/conquista/aztecas.html and http://
www.elbalero.gob.mx/kids/history/html/conquista/tenochtitlan.html for gentler introductions to
this civilization.
o
Read Understood Betsy, chapter 6, “If You Don’t Like Conversation in a Book Skip This
Chapter!”, pages 71-79. Stop after the break between paragraphs on page 79.
o
Read “The Road Not Taken” on page 22 of A Family of Poems. Note: This is a wonderful
poem, with a pleasing rhythm that makes it quite enjoyable, even if the subject matter is a
little too deep for elementary aged children to fully understand. It is never to early to
accustom the child’s ear to such elegant language! Actually, even adults disagree about the
meaning behind this classic poem. While the last line leads many readers to interpret the
poem to be about extolling the virtues of taking the “off the beaten path” approach to life, the
other parts of the poem point to a different interpretation. Several lines indicate that the
paths are actually virtually indistinguishable, and present a dilemma: The narrator must chose
a path, knowing he will probably never get back to see what was the other way. How does
the narrator deal with the regret of those unknowable missed life opportunities? By perceiving
it years later as a conscious choice; a plan that never existed. Note particularly the lines that
say,
Though as for that the passing there
Had worn them really about the same
And,
And both that morning equally lay
In leaves no step had trodden black
Now that you’ve read all this, don’t feel like you need to offer any interpretations to your child
at this point. This is a poem with which she will become quite familiar, over the years, and
there is plenty of time for analysis when she is older!
Day 2 in Depth
o
Follow the instructions on page 1 of History Pockets to assemble the Ancient Aztecs Pocket.
o
Assemble the Ancient Aztec Information Booklet, and read through it with your child.
o
Optional activity: Download a Windows shareware version of the Aztec game of Patolli at http:/
/www.xmission.com/~psneeley/shareware/aztecpat.htm. You should also click on the link to
download the file vbrun300.dll, and copy this one to your /windows/system folder in order to
run this Visual Basic program.
o
Week 35: The Aztecs
Day 3 in Depth
o
Follow the directions on page 10 of History Pockets to assemble the Aztec Words to Know
page. Read through the Information Booklet again, focusing on the vocabulary, and
completing the page.
o
Optional activity: Visit http://www.blueroadrunner.com/food.htm for some recipes using
ingredients dating back to the Aztec (and Mayan) civilizations. Use these or other Meican
recipes to have an Aztec feast night! Be sure to try the Aztec hot chocolate. Actually, the
Aztecs might have used water instead of milk, and would also have added chili peppers - Go
ahead, if you dare! Even this version is a little bitter for modern tastes. Have your child taste it
first, then feel free to add sweetener. Ask your child which he likes better! Be sure to take
photos of your feast, and print out recipes for your notebook.
o
Read Understood Betsy, chapter 7, “Elizabeth Ann Fails in an Examination”, pages 90-95. Stop
after the first long paragraph on page 95, where Betsy is beginning to understand.
o
Read “The Moon” on page 134 of A Family of Poems.
Day 4 in Depth
o Follow the directions on page 17 of History Pockets to complete the Ancient Aztec Postcard
activity.
o
Optional activity: Read “The Legend of Tenoctitlan” (on the next page of this manual) to your
child.
o
Day 5 in Depth
o
Follow the instructions on page 82 of History Pockets to make the Aztec Puppets.
o
Optional activity: Visit http://wn.wikipedia.org/wiki/Image:Flag_of_Mexico.svg to look at a full
color flag of Mexico. Notice the emblem of the eagle, snake, and cactus. You can print out a
Mexican flag to color in at http://familycrafts.about.com/cs/hispaniclatin/l/blmexflag1.htm.
Your child can use the Wikipedia image as a guide if she likes.
o
Read Understood Betsy, chapter 8, “Betsy Starts a Sewing Society” pages 105-112. Stop after
the second full paragraph on page 112, after Cousin Ann agrees to help.
Week 35: The Aztecs
The Legend of Tenochtitlan
Aztec legends tell a special story about how their biggest city was built.
They say that long ago their people wandered the land in search of a new home.
They were poor and most of the surrounding natives disliked them. The god
Huitzilopochtli told them, “When you find an eagle sitting on a cactus while
eating a snake, that will be a sign that you have come to the right place. You
should build a new city there. If you do, you will become rich and successful.”
The Aztecs continued to search, until one day they came to Lake Texcoco. In
the middle of the lake was an island, and on this island, what did the travelers
see? An eagle perched on top of a cactus, with a snake in its mouth! The Aztecs
hurried to build their amazing new city there, and the name of this city was
Tenochtitlan.
As you know, the Aztecs did become very successful, and very rich, and
they continued to fight with their neighbors. Many years later, though, they
were defeated by Spanish explorers from Europe, and their city was destroyed.
The Spanish made a new city right on top of the place Tenochtitlan had once
been, and the new city is still there. It is called Mexico City now, and it is one of
the largest cities in the whole world. More people live there than in New York
City! Mexico City is found in the country of Mexico. The flag of Mexico still has a
picture of the sign from the legend of Tenochtitlan, an eagle with a snake in its
mouth, sitting on a cactus.
Materials Needed:
Aztec Calendar - Day 1
o
10” tagboard circle
Aztec Sun Stone - Day 1
o
Crayola Model Magic, 3-4 oz per child
o
Plastic knife
o
Acrylic paints in bright colors and gold
o
Paint brushes
o
Spray clear coating
Feather Fan - Day 2
o
6” circle cut from posterboard or a paper plate
o
2”x5” construction paper scraps
o
2” construction paper circle
o
Optional: Real feathers
My Passport - Days 3,4, & 5
o
o
Stapler
Copies Needed:
o
Reproduce pages 91-92 and 95-96 of History Pockets for each
child.
There is no way to peace; peace is the way.
- Maurice Schwartz
Week 36: The Aztecs & Review of Year
History & Geography
Day 1
Day 2
Day 3
Day 4
Day 5
History Pockets
Aztec
Calendar
Aztec Feather
Fan
Passport:
Egypt &
Mesopotamia
Passport:
Greece &
China
Passport:
Rome &
Aztecs
Miscellaneous Activities
Aztec Sun
Stone
Chapter 9
Chapter 10
Chapter 10
continued
Chapter 11
Literature
Understood Betsy
Chapter 8
continued
A Family of Poems
Review
Review
World Religions
Sacred Myths
Other Learning
Activities
Day 1
Day 2
Day 3
Week 36: Days 176-180
Day 4
Day 5
Day 1 in Depth
o
Follow the instructions on page 90 to assemble an Aztec Calendar.
o
Optional activity: Visit http://www.dickblick.com/multicultural/aztecsunstone/ to find directions
for making your own model of an Aztec sun stone.
o
Read Understood Betsy, chapter 8, pages 112-120. This chapter is just priceless, for it not
only brings home the importance of caring deeply for others, but also to respect the others for
whom we are caring. In other words, it gently emphasizes helping others out of love and
compassion, rather than being carried away with self-importance or self-righteousness.
o
Review the poems from the past three weeks. Then practice reciting: “Happiness”, “First Fig”,
and “Second Fig”.
Day 2 in Depth
o
Follow the instructions on page 93 of History Pockets to assemble the Feather Fan.
o
Finish up working on your Ancient Aztec notebook pages.
o
Read Understood Betsy, chapter 9.
Day 3 in Depth
o
Begin creating the History Pockets Passport to the Ancient Civilizations project. Today,
help the child complete his information page. Review your notebook pages and history
pockets from Ancient Mesopotamia and Ancient Egypt. Have the child write or dictate
one thing they liked from each of those two civilizations for the passport pages. Then, the
child could draw a picture for each page, as well.
o
Read Understood Betsy, chapter 10, “Betsy Has a Birthday”, pages 131-139. Stop at the end
of page 139.
o
Practice reciting “The Little Man Who Wasn’t There”, “I May, I Might, I Must”, “Who Has Seen
the Wind”, “The Early Morning”, “The Little Turtle”, and “Hurt No Living Thing”.
Day 4 in Depth
o Continue the Passport activity: Today, review your notebook pages and history pockets from
Ancient Greece and Ancient China. Have the child dictate or write one thing she likes from each
of these civilizations for passport pages. Then they could draw a picture for each passport
page.
o
Day 5 in Depth
o
Conclude the Passport activity: Today, review your notebook pages from Ancient Rome and the
Ancient Aztecs. Have the child write or dictate one thing he likes from each of these
civilizations. Then the child could draw an illustration for each passport page. When you are
finished, assemble the passport, following the instructions on page 94 of History Pockets. You
could make copies to give grandparents, other relatives, or family friends, if you want.
o
Follow the instructions on page 1 of History Pockets to assemble the history pocket pages into a
book. You could also give your child the opportunity to show her completed notebook and
pockets to grandparents (or other interested parties), and walk them through the history they
have learned so far!
o
Read Understood Betsy, chapter 11, “Understood Aunt Frances”. Take a photo with your final
book, and give the child a chance to design one final notebook page about Betsy.
Speak your truth quietly and clearly and listen
to others; they, too, have their story.
- Max Ehrmann
Congratulations!
Has successfully completed
The Bringing Up Learners Introduction to World History, Part 1
Good work!
We hope you’ve learned a lot and had fun, too!
Signed,
And,
___________
_____________
Bringing Up Learners Homeschool Curriculum
Appendix 1 - Master Activity Supplies List
Please note that there are activities in some weeks that are not listed
here, because they do not require any special supplies.
Prep Steps for Week 1
o
Prepare for the two-week geography unit by visiting http://www.nationalgeographic.com/xpeditions/lessons/
05/gk2/geospy.html
o
Scroll down and click on “Xpeditions Atlas” to print out copies of the world map, and maps of each continent.
o
If possible, locate a globe to use with this unit.
o
For the optional Fossil Sandwich activity on Day 2, you will need:
o
o
Two pieces of soft white bread per child
Paper clips, leaves, acorns, shells, twigs, or other small objects
Materials Needed in Week 6:
o
12”x18” piece of construction paper for History Pockets. (Go ahead and be sure you have a total
of seven pieces, as you will need one piece for each of the history pockets.)
o
An envelope for your History Pocket.
o
One or more types of clay for a “Clay Balls” activity on Day 3. (Could be modeling clay, storebought or homemade, or any other type of clay.)
Copies Needed:
o
Reproduce History Pockets pages 5, 7-9, 11 (Go ahead and make 7 copies total of this page, so
you will have enough to complete all pockets), 13, and 15 for each child.
Materials Needed:
o
Craft Sticks for Mesopotamian Puppet Activity.
o
Construction paper for Mesopotamian Puppet Activity.
Copies Needed:
o
Reproduce History Pockets pages 19 and 21-25 for each child.
Materials Needed:
o
Piece of 9”x12” blue construction paper for Sailing on the River activity, plus additional page (any
color) for Ziggurat Pop-Up Book activity.
o
Construction paper scraps for the Sailing on the River activity.
o
Craft sticks for the Sailing on the River activity.
Copies Needed:
o
Reproduce History Pockets pages 27-28, and 30-31 for each child.
There is an activity on Day 4 next week that can be done either as a standard coloring page (in
which case, no special supplies will be needed) or as a special method, called “Paper Batik”. If you
choose to do the Paper Batik method, you will need:
o
A Charcoal Pencil
o
A Bottle of India Ink
On Day 3 next week, you will have the opportunity to cook an Ancient Egyptian meal! Look ahead
to the website http://www.geocities.com/Heartland/Hills/9684/egyptfood.html to print out recipes,
and make your shopping list accordingly.
Materials Needed for optional Egyptian Amulets activity on Day 5:
o
o
o
Cardboard
Paints and/or Decorative Pens.
Decorative String and/or Magnetic Strips
Copies Needed:
o
o
Reproduce History Pockets pages 33 and 35-37 for each student.
Reproduce page 3 of Creative Fun Egyptian Activity Book for optional Egyptian Amulets project
on Day 5. (At least one copy for each student.)
Materials Needed:
Make a Pyramid - Day 1
o
Craft Knife
o
Large Piece of Cardboard
o
Thumbtack
o
Ruler
o
Masking Tape
Make Egyptian Sweets - Day 2
o
7 oz pitted dates
o
4 oz walnut pieces
o
4 tablespoons honey
o
1 teaspoon ground cinnamon
o
ground cumin (optional)
o
ground almonds for coating (or powdered sugar or brown sugar if you don’t
have almonds)
Egyptian Puppets - Day 3
o
Construction Paper
o
Craft Sticks
Jeweled Collar Activity - Days 3 & 4
o
15” x 15” piece of white fabric
o
White glue mixed with water 1:4
o
Paintbrush
o
Old cardboard to protect your working surface
o
Masking Tape
o
Clothespins
o
String or Cord
Decorative Armband Activity - Days 3 & 4
o
Plastic drink bottle about 2-3” wide
o
Craft knife
o
Rough Sandpaper
o
Acrylic Paints (including white)
o
Metallic Pens or Markers
Life Along the Nile - Day 4
o
o
o
15” yarn
Make a Cartouche - Day 5
o
Jar (To trace for making rounded corners - Doesn’t have to be empty)
o
Ruler
o
Piece of cardboard (about the size of a piece of paper)
o
Paints or Markers
Copies Needed
o
History Pockets: Reproduce pages 38-39, 41, and 43 for each child. Instead of
page 43, you may want to print out a more substantial PaperCraft version from
http://cp.c-ij.com/english/3D-papercraft/building/pyramid_e.html
o
Egyptian Activity Book: Reproduce pages 7 and 17 (17 is optional, but
recommended).
Materials Needed for optional Baking Flatbread activity on Day 2:
o
o
o
o
o
o
o
Dry yeast (2 tsp.)
Whole wheat bread flour (and optional unbleached white flour)
Salt
Olive oil
Large bowl
Baking sheets
Rolling pin
Materials Needed for optional Pottery activity on Day 4:
o
o
o
o
o
o
Red clay (terra-cotta)
Toothpicks
Black acrylic paint
Small paintbrush
Acrylic floor wax (optional)
On Day 5 next week, you will have the opportunity to prepare a Greek style snack. Plan ahead by
referring to pages 21-31 in Classical Kids. Pick one or two recipes for your snack, and be sure you
have the necessary ingredients - We suggest “Mini Pizzas” or “Sesame Circles”. (You will be making
a bigger Greek Feast in Week 20 with some of the remaining recipes.)
Materials Needed:
Secret of the Moving Coin - Day 1
o
Cake pan with straight-up sides
o
Coin
o
Pitcher of Water
Family Greek Feast - Day 2:
Pick out suitable recipes from pages 21-31 of Classical Kids, and make a list of
any needed ingredients.
Specific Gravity - Day 3
o
Postal Scale (or cooking scale)
o
4 quarters
o
5 chocolate kiss candies
o
Glass jar of water
o
Tape or a marker
Seed and Bean Mosaic Coaster - Day 5
o
Dried Beans and seeds such as navy beans, limas, sunflower seeds, kidney
beans, etc.
o
Jar lid
Materials Needed:
Make a Globe - Days 2 ad 3
o
Round balloon
o
Marker
o
Newspaper
o
Paint: Blue, green, and brown
o
1 cup of flour
o
Paintbrush
o
2 cups water
o
Paper clip
o
Pie pan or shallow bowl
o
Thread
o
Spoon
o
Masking Tape
Night and Day - Day 4:
o
Globe (The handmade globe from this week works great!)
o
Flashlight
o
Orange
o
Skewer
Copies Needed:
o
Reproduce pages 61-65 of Classical Kids for the Platonic Bodies activity.
Materials Needed:
Clay Tablet - Day 1
o
1 roll refrigerated sugar cookie dough
o
Flour to dust on your work surface
o
Rolling pin
o
o
Cookie sheet
o
Craft stick, toothpick, paper clip, or small plastic abc letters (any or all of
these will be fine)
Spin Some Cotton - Day 2
o
3 cotton balls, or cotton from pill bottles
Paper Mosaic - Day 3
o
Assortment of colored paper
o
Black paper or poster board
o
Clear adhesive contact paper to laminate (optional)
Grecian Puppets - Day 4
o
Construction paper
o
Craft Sticks
Weave a Round Mat - Day 4
o
Cardboard circle from pizza or heavyweight paper plate
o
Ruler
o
Pencil
o
12 yards of yarn in several colors
o
Craft stick
Parthenon Shaped Book - Day 5
o
Make a Constellarium - Day 5
o
Cardboard tube (from roll of toilet paper or paper towels)
o
Black construction paper
o
Rubber band
o
Flashlight
Copies Needed
o
History Pockets: Reproduce pages 45, 47-51, and 53-54 for each child.
o
Visit http://www.astro.wisc.edu/~dolan/constellations/
constellationmonth_list.html to find what constellations can be viewed in the
current month. Select one and print out the chart of the constellation shape, to
be used in Day 5. Highly recommended: Orion and Ursa Major (You can do the
whole “bear” of Ursa Major, or just use the Big Dipper portion.)
On Day 1, you will make theater masks and put on a performance. You can choose to make the
History Pockets masks, the Classical Kids masks, or both.
History Pockets version:
o
2” strips of construction paper to make head straps
o
Stapler
o
Reproduce pages 56-57 of History Pockets
Classical Kids version:
o
Paper plate
o
Scraps of colored paper, yarn, cotton balls, pipe cleaners, etc.
o
Paint stirring stick (from the paint department of hardware store)
o
Hole punch (optional)
o
Yarn for head strap (optional)
Materials Needed:
Chinese Moon Cakes - Day 1
o
1 roll refrigerated sugar cookie dough (or homemade)
o
Rolling pin
o
1 small jar of grape jam or bean paste
o
Cookie sheet
o
2” round cookie cutter (or 2” wide glass)
o
Print out directions and Moon Festival information at: http://
www.newton.mec.edu/Angier/DimSum/china__dim_sum__moon_festi.html
Stone Relief Project - Day 2
o
Shoe box lid
o
Clay (enough to fill the shoe box lid ½ full)
o
Plaster of paris
o
Plastic or wooden utensils for carving (knife, toothpick, etc)
Make Your Own Handmade Paper - Day 3 (This project is pretty elaborate, but fun!)
o
Scrap paper torn into 1”x1” pieces (paper towels, construction paper, tissue
paper, for example)
o
Disposable aluminum brownie pan
o
Wire mesh screen cut to fit inside the bottom of the pan.
o
2 ½ gallon or larger container that is larger than the pan
o
Dish towels
o
Blender
o
Sponge
o
Rolling pin
o
Pieces of colored paper, colored thread, or dried flowers or herbs (optional)
Chinese Puppets - Day 4
o
Construction paper
o
Craft Sticks
Lucky Red Envelopes - Day 4
o
Lucky Red Envelope story and template, printed from http://
www.newton.mec.edu/Angier/DimSum/china__dim_sum_red_envelop.html
o
Red construction paper
o
Markers
Chinese Feast Day - Day 5
o
Visit http://www.viewzone.com/china.cooking.html to pick out one or more
recipes for your Chinese themed feast. Make a list of any needed ingredients.
Dancing Dragon - Day 5
o
4”x18” red construction paper, plus scraps (can be pieced together, if needed)
o
2 craft sticks
Copies Needed
o
History Pockets: Reproduce pages 70, 72-76, and 78 for each child.
Materials Needed:
Chinese Lanterns - Day 1
o
2 9”x12” sheets of red construction paper
o
36” red yarn
o
Hole punch
Additional Chinese Lantern activity - Day 1 (optional)
o
12”x18” pieces of white paper or construction paper
o
Stapler
o
Crayons and/or Markers and/or Paints to decorate
Copies Needed:
o
Reproduce History Pockets pages 80 and 81 for each student.
Materials Needed:
Make Sandals - Day 1
o
Paper bag
o
1 Chamois (from auto supply store) or 2 9”x12” pieces of felt
Roman Merchant Ship Model - Day 2
o
Construction Paper
o
5 drinking straws per boat
Make Coins - Day 3
o
Synthetic clay like Sculpey or Fimo
o
o
Toothpick or paper clip
Crayon Engraving - Day 4
o
Newspaper
o
Construction Paper
o
Crayons
o
1 Tablespoon liquid dish soap
o
1 pint black tempera paint
o
Paintbrush
o
Nail or opened paper clip
Disappearing Eggshell - Day 5
o
Shell from 1 egg (empty)
o
Drinking glass or a jar
o
1 cup vinegar
Copies Needed:
o
Reproduce pages 157-159 of Classical Kids for the Merchant Ship Model.
Materials Needed:
Feast Night - Day 2
o
Look at pages 115-126 in Classical Kids for recipes. You can find more recipes
at http://www.romans-inbritain.org.uk/arl_roman_recipes_upper_classes.htm
and http://www.pbs.org/wgbh/nova/lostempires/roman/recipes.html. Select the
ones you want, and make a list of any needed ingredients.
Bath Oil - Day 3
o
2 Tablespoons safflower oil
o
1 Tablespoon glycerin (sold in drugstores)
o
Baby food jar or small jar with lid
Weave a Mini-Basket - Day 4
o
Paper cup
o
Yarn, one color or several
Or, if feeling more ambitious, try the Maximus Basket on Day 4, instead
o
Newspaper
o
Stapler
o
1 9” pie plate or dinner plate
o
Cardboard (about 2 square feet or so)
o
Spray paint
Materials Needed:
Make a Catapult - Day 2
o
Empty milk carton or shoebox
o
Plastic spoon
o
Masking tape
o
Marshmallows
It’s All Downhill--Build an Aqueduct - Day 3
o
Long cardboard tubes (from rolls of wrapping paper)
o
Aluminum foil
o
Masking tape
o
Empty boxes in various sizes, such as a gelatin box, a cake mix box, and a
cereal box.
Make a Standard- Day 5
o
Small paper plates
o
Aluminum Foil
o
Construction paper
o
Long cardboard tube (from a roll of wrapping paper)
o
Glue gun
o
Ribbon or strips of cloth
o
Yarn
Copies Needed:
o
Reproduce pages 59 and 61-63 of History Pockets.
Materials Needed:
Make a Slingshot - Day 1
o
Newspaper
o
Y-Shaped tree branch
o
Thick rubber band
Roman Puppets - Day 3
o
Construction paper
o
Craft Sticks
Laurel-Wreath Crown - Day 4
o
9” white paper plate
o
green construction paper, scraps of various shades
o
8” narrow red ribbon
Triumphal Arch - Day 5
o
Copies Needed:
o
Reproduce pages 64-65 and 68 of History Pockets.
Materials Needed:
Patolli Game Download - Day 2
o
Visit http://www.xmission.com/~psneeley/Shareware/aztecpat.htm to
download a Visual Basic shareware version of the Aztec game Patolli.
o
To run a Visual Basic program on your computer, you must also click on the
link to download the file vbrun300.dll, and copy this one to your /windows/
system folder.
Aztec Feast - Day 3
o
Visit http://www.blueroadrunner.com/food.htm for some Ancient Aztec
recipes. (Be sure to try the hot chocolate!)
o
Using those, or other Mexican recipes, make a list of any needed
ingredients.
Aztec Puppets - Day 5
o
Construction paper
o
Craft sticks
Copies Needed:
o
Reproduce pages 83, and 85-89 of History Pockets.
Materials Needed:
Aztec Calendar - Day 1
o
10” tagboard circle
Aztec Sun Stone - Day 1
o
Crayola Model Magic, 3-4 oz per child
o
Plastic knife
o
Acrylic paints in bright colors and gold
o
Paint brushes
o
Spray clear coating
Feather Fan - Day 2
o
6” circle cut from posterboard or a paper plate
o
2”x5” construction paper scraps
o
2” construction paper circle
o
Optional: Real feathers
My Passport - Days 3,4, & 5
o
o
Stapler
Copies Needed:
o
Reproduce pages 91-92 and 95-96 of History Pockets for each child.
Activity Supply Shopping List
Feel free to make copies of this worksheet to help you keep track of supplies you need!
Materials Needed:
Copies To Make:
Activity Supply Shopping List
Feel free to make copies of this worksheet to help you keep track of supplies you need!
Materials Needed:
Copies To Make:

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